National Music Education Systems

AEC PUBLICATIONs 2010 - handbook

National Music Education Systems Descriptions of National Systems for Music in Higher Education, Pre-college Music Education, Instrumental/Vocal Music Teacher Training and Training of Music Teachers in General Education in 31 European Countries

ERASMUS NETWORK FOR MUSIC

CONTENTS

AUSTRIA 2 BELGIUM 12 BULGARIA 24 CROATIA 30 CZECH REPUBLIC 38 DENMARK 46 ESTONIA 55 FINLAND 62 FRANCE 70 GERMANY 85 GREECE 91 HUNGARY 99 ICELAND 109 IRELAND 116 ITALY 124 LATVIA 135 LITHUANIA 142 LUXEMBOURG 159 MALTA 166 THE NETHERLANDS 171 NORWAY 182 POLAND 191 PORTUGAL 197 ROMANIA 205 SLOVAKIA 212 SLOVENIA 219 SPAIN 227 SWEDEN 235 SWITZERLAND 243 TURKEY 250 UNITED KINGDOM 258

AUSTRIA

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Professional music training on higher education level exists mostly in the three Music Universities in Austria, which are providing higher education financed by the government. There are also so called Konservatorien in Austria that offer professional music education funded by the provinces or on a private basis. They are able to issue diplomas equivalent to university degrees, although they do not award Bachelor and Master degrees according to the Bologna structure yet. Their focus is also slightly more on the education on pre‐college level. Out of those institutions, two became private universities (Privatuniversitäten). Those two institutions are able to award a Bachelor and Master degree as well.

In the 2002 winter term, some 60 Bachelor study programmes were actually run at arts universities. 11% of all types of studies offered are teacher training studies. Doctoral study programmes are run at all arts universities. Students of arts universities must pass an admission test.

The 1998 Kunstuniversitäts‐Organisationsgesetz (KUOG) (Arts Universities Organisation Act) transformed the fine‐arts colleges into arts universities. This went hand in hand with a fundamental restructuring of their organisational set‐up and strengthened the links between the arts and science. The 1999 amendment to the University Studies Act (Universitäts‐Studiengesetz) introduced the three‐tier system of university studies.

The 2002 Universitätsgesetz (University Act) created a common legal basis for science and arts universities. The University Act transformed universities from federal institutions to public law entities which are no longer under federal administration. Universities are funded via a global budget which is set up for three‐year periods mostly oriented on outputs and outcomes. The services rendered by the Federal Ministry of Science and Research and the university are laid down by way of negotiation in so‐called ‘performance agreements’. The role of the Ministry is limited to legal supervision. The 2002 University Act precedes almost all legal competences to the universities, which are now accountable for their own programmes, whilst having to comply with EU directives, if applicable. The shift from semester hours to a credit point‐based system according to the European Credit Transfer System (ECTS) promotes national and international student mobility.

Austria is introducing the elements of the Bologna Declaration Process step by step. The diploma supplement was introduced in 2002; since 2005 every university hands it out to graduating students automatically. The 1999 amendment to the University Studies Act already constituted the basis for the introduction of BA/MA studies. It became possible to offer a degree structure based on two main cycles at universities. The Accreditation Council, which is responsible for the accreditation of private universities, has been established at the beginning of 2004. The Austrian Agency for Quality Assurance (AQA) was established in regard of quality assurance undertaken by public (state financed) universities, which currently is a candidate member of the European Network for Quality Assurance in Higher Education (ENQA).

Total number of There are three public (state financed) universities for professional music training in institutions Austria: the University of Music and Performing Arts Vienna, the University of Music and Dramatic Arts Graz and the University Mozarteum Salzburg.

And two private (funded by the municipalities) universities for professional music training in Austria: the Anton Bruckner Privatuniversität (Linz), the Konservatorium Wien Privatuniversität

Total number of music 5.000 + (public universities) students

Funding In addition to government funding, the universities have access to other sources of funding. Now being endowed with full legal capacity, they are entitled to acquire assets or to undertake commissioned research and to use these revenues for delivering the tasks of the university. Additionally, in recent years, tuition fees were introduced for all students (the tuition fees only partly feed back into the university budget).

Curricula Thus far, the academic recognition of periods of studies, examinations and degrees was regulated by law. Now, it is the task of the universities to establish curricula within their autonomous sphere of competence.

2‐cycle system 1st cycle: Bachelor (180 ECTS credits – although some 1st cycles in music at the moment have 240 ECTS credits)

2nd cycle: Magister (minimum of 120 ECTS credits after the 1st cycle)

Qualifications 1st cycle: Bakkalaurea/Bakkalaureus der Künste (Bakk. art.): Artistical job preparation and working qualification.

2nd cycle: Magistra/Magister der Künste (Mag. art.): Based on Bachelor degree, additional job preparation.

Entry requirements (2nd Bachelor Degree and sometimes an admission exam. cycle)

3rd cycle Third cycle studies are only offered at the three Music Universities. The qualification awarded after completion of the third cycle is Doktorin/Doktor der Philosophie (Dr. phil.), Doktorin/Doktor der Naturwissenschaften (Dr.rer.nat.) or PhD. Students must have successfully completed a Magister certification in order to pursue a third cycle qualification.

Vienna, Graz and Salzburg offer third cycle studies in musicology and in natural sciences (Acoustics). Graz is considering introducing a practice based doctoral study in the near future.

Credit point system All institutions make use of the ECTS credit point system.

Quality assurance Under the 2002 University Act universities are under an obligation to install quality management systems. Generally, the entire performance spectrum of the university is subject to continuous evaluation, and specific areas of external evaluation within a three‐annual period are determined in the performance agreements. The performance of university staff must be evaluated at 5‐year intervals at minimum. Evaluations have to be conducted according to international standards ‐and are regulated in detail by the individual university’s charter. The university bodies must base their decision‐making on the results of these evaluations.

The Austrian Agency for Quality Assurance (AQA) was established at the beginning of 2004. AQA aims at assisting higher education institutions in implementing quality assurance procedures, in coordinating evaluations and in elaborating quality assurance standards. A law on the accreditation of private universities has been in force since 1999.

Post‐secondary studies and private educational establishments of a quasi‐university character may be officially recognised as private universities. For this purpose, an independent Accreditation Council was set up in the year 2000. Private universities are accredited for a maximum period of 5 years. The Accreditation Council is moreover responsible for ensuring continuous and concomitant quality control of the accredited private universities. Music institutions in Austria are currently – due to the well known problems in evaluating artistic/music training – not yet subject to regular quality reviews or accreditation procedures. At the moment appropriate methods according the evaluation of music training are developed.

Employability Graduates work as performers or teachers, and often also have portfolio careers.

Academic year The academic year starts on 1 October and ends on 30 September; it is divided into two semesters (terms). Detailed arrangements are laid down by the university senate.

OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Austria is a federal republic with nine federal states, called Bundesländer. The music school system is different in each federal state. The following text provides a general overview of pre‐college education in Austria.

TYPES OF PRE‐COLLEGE EDUCATION

Music School (Musikschule) Music Schools offer music education outside of the general education system, in principle to students of all ages and stages. However, the exact situation is different in each federal state. Differences may be conceived in the funding of the payment of teachers, the level of teaching offered, the amount and length of lessons, the use of entrance tests or examinations, and the age of students (some schools only accept children).

There is a curriculum for music schools composed by the KOMU, the Austrian affiliate of the European Music School Union (EMU), which is used by many schools. The curriculum does not lead up to the entrance level of higher music education, but schools will support those students who would like to. Most students proceeding to higher education come from Music Schools. The KOMU aims at implementing a national curriculum in the future.

Music Schools cater for the majority of amateur music students in Austria. The only exemption is Vienna, where due to the small capacity of music schools, private tuition has become very popular.

Private Music School Private Music Schools provide music education to children and adults. The curricula that schools use may vary; many have developed their own system, or use special teaching methods (e.g. Yamaha). Private Music Schools are funded privately.

Music Gymnasium Austria knows eight Music Gymnasia. They offer music education on an (Musikgymnasium) advanced level including general education. Their aim is to prepare students for the entrance level of higher music education, and therefore, only highly motivated students are accepted.

The schools provide instrumental training in cooperation with universities, conservatories or, in some cases, music schools.

Bundesoberstufenrealgymnasium Within the general education system there also exist a so called für Musik Bundesoberstufenrealgymnasium für Musik. In contrast to the Music Gymnasium, which is intended as a step towards a professional career, a Bundesoberstufenrealgymnasium für Musik offers general education with a focus on music. The actual difference is shown, for example, by the fact that instrumental training is generally taught in groups instead of one‐to‐one tuition.

Austria knows 56 Bundesoberstufenrealgymnasien für Musik. There are gymnasia focusing on sport or sciences as well.

Conservatoire (Konservatorium) Conservatoires provide professional music training. They provide music teacher

training (which enables graduates to teach at Music Schools) and Konzert degrees (that train soloists and orchestral musicians). In cooperation with other institutions (in Austria or abroad), conservatoires are able to offer academic degrees as well. To enter conservatoires, students have to pass an entrance examination. Tuition fees must also be paid.

Conservatoires place special emphasis on the education of (very young) children and youngsters. Schools may have different courses for amateurs and pre‐ professional students, and sometimes have special courses for adults as well. Some schools use entrance examinations as a tool for selection. As stated before, many conservatoires offer music teacher training (professional music training); as part of their studies, these students often teach young children studying at the conservatoire.

Conservatoire education at pre‐professional level can lead directly to professional music education or higher music education within the same institution, or to an admission exam at a music university.

There are a few privately owned Konservatorien as well. These do not receive public funding.

Preparatory Course in music Music Universities offer Preparatory Courses to highly talented students who universities are too young to enter the University, or have not yet completely mastered the (Vorbereitungslehrgang) level of the entrance examinations. Students need to audition to enter Preparatory Courses, which are free of charge.

Brass band (including wind In certain parts of Austria, brass bands (including wind instruments) are very instruments) (Blasmusikkapelle) popular. Bands offer musical training to their members, but this is privately organised; there is no curriculum. Teachers do not always have degrees. However, there are students from brass bands who proceed to higher music education. Brass bands have started to cooperate with Music Schools and regular schools, and this cooperation is becoming increasingly more popular.

Private tuition Qualified teachers provide instrumental and vocal tuition, outside of any institutes or general education systems.

In some parts of Austria, private tuition is very popular because of the small capacity (e.g. Vienna) or lack of music schools (small villages). Not many students from private teachers seem to continue their studies in higher music education.

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Most students come from Music Schools. There are also many students coming EDUCATION from Music Gymnasia and Pre‐college Departments. Fewer students come from Private Music Schools, private teachers or Blasmusikkapellen. It is important to note that there are also many foreign students (who often already graduated from higher music education abroad) studying in Austrian higher music education.

SPECIAL FACILITIES FOR TALENTED There are many competitions for young talented students. The largest

STUDENTS AT PRE‐COLLEGE LEVEL competition for young instrumentalist is called ‘Prima la Musica’. It is conceived for pupils up to 19 years in different categories (solo and ensemble). The first round takes place in every federal state, the best meet a few weeks later for the second round.

For those who aim for a professional career there is a competition called ‘Gradus ad Parnassum’ (up to the age of 26). Students can enter as soloist or with chamber music ensembles.

There are orchestra camps for children in the summer vacations, which are aimed at amateur players.

OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Music teacher training in Austria is provided by a variety of institutions. There are separate study paths and curricula for performers, music teachers in general education, and music teachers outside the general education system.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental / vocal music teacher training (Instrumental‐/Gesangspädagogik, i.e. IGP) takes place at public music universities (Musikuniversitäten), private universities (Privatuniversitäten) and conservatories (Konservatorien). The universities in Vienna (Universität für Musik und darstellende Kunst Wien), Graz (Kunstuniversität Graz), Salzburg (Universität Mozarteum Salzburg) and Linz (Anton Bruckner Privatuniversität) award degrees in instrumental/vocal teacher education. Those conservatories which offer study programmes for instrumental/vocal teachers award their degrees through cooperations with foreign partner institutions.

Structure Music universities award Bachelor and Master Degrees. The Bachelor study programme takes 4 years, and the Master study programme 2 years. The admission is regulated through an entrance examination, which usually consists of an audition, a music theory test, and a German language test for foreign students. The programmes are specifically aimed for instrumental / vocal teacher education, but it is usually possible to combine them with a performance programme, general teacher education or other studies.

Curriculum Instrumental/vocal teacher training‐curricula in Austria have in common a central artistic subject (the main instrument), music practical subjects, music theoretical subjects, instrument‐specific pedagogical subjects and general pedagogical subjects. Instrumental/vocal teacher training programmes include always some form of teaching practice, either within the institution, in cooperation with music schools or in a combination of both.

Employability Students are trained for positions in music schools, conservatoires and music universities, and for music educational activities in different educational and cultural institutions or free‐lance. Regulations concerning qualifications for music school teachers are not as strict as in general education, and thus the instrumental/vocal teacher training degree is not necessarily a requirement to apply for a position in a music school. But as the students are trained at a high artistic and pedagogical level, the degree is widely recognized as relevant by employers in the music education field, and does play a role for job opportunities and remuneration.

Continuing Professional The field of CPD in instrumental/vocal teacher education is very wide and diverse. Development (CPD) Music schools have usually well‐structured and established CPD systems, which bring together teachers from the working field, national and international specialists, and teachers from music universities. On the other side, music universities make big efforts themselves to connect the university with the professional field, and develop joint projects, mentoring systems (learning in

practice) and specific additional courses. Some of these activities occur systematically on a regular basis, and in an incidental, not very formalised way. Both students and graduates can take part in these activities.

Besides instrumental/vocal teacher training and general music education, there are also specific offers and study programmes in the field of music education: Fields with a long tradition, such as elementary music education (Elementarmusikpädagogik, i.e. EMP), but also merging fields representing new tendencies in the educational cultural landscape, such as music communication/ concert pedagogy (Musikvermittlung) among many others, are offered by higher music education institutions either as specialisations within other study programmes (for instance within the instrumental/vocal teacher training programme), as separate study programmes, or as post‐graduate / CPD courses of study.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions General music teacher training takes place at the three music academies Vienna, Salzburg (with additional courses in Innsbruck) and Graz, or at the 13 state‐run, private or church‐run teacher training colleges. These are known as pedagogic academies (Pädagogische Hochschulen) or universities (Universitäten).

Structure The structure of training for music teachers in general education (primary and secondary school) coincides with the primary and secondary education system in Austria. Within the general education system there are three levels:

Volksschulen (primary education, age 6‐10): Teachers in Volksschulen are general teachers. However, an entrance examination in music exists for the pedagogic academy (Pädagogische Hochschulen), where teachers are trained. Training, which lasts three years, includes strong pedagogic and practical components. The degree obtained is Bachelor. Some Volksschulen have a musical emphasis. For teaching in these schools, additional training is available at the academy.

Hauptschulen (secondary education, age 11‐15): Teachers in Hauptschulen are subject teachers, which are trained at the pedagogical academy (Pädagogische Hochschulen). There they are required to specialise in two subjects: music and another subject (e.g. geography or mathematics). The degree obtained is Bachelor. Training takes three years and includes strong pedagogical and practical components. For teaching at specialised Musikhauptschulen, additional training is available.

Allgemeinbildende Höhere Schulen (AHS) (age 11‐18): Teachers at AHS are specialised in two subjects, e.g. music and geography. Their training consists of two phases:

• Teacher training at (music) university: During course studies, there is a relatively large amount of attention to the subject of music and music education. Music universities spend a larger share of the curriculum on practical experience. Duration: nine semesters, title: Magister Artium.

• Teaching practicum (Unterrichtspraktikum): Work experience programme of one year, during which the student is mentored by two

school teachers each of his/her subject, complemented with subject specific seminars at a pedagogical academy.

General music teacher training can also occur at the pedagogic academies. The degree obtained is a Bachelor. For music academies, secondary level (general and academic) education is taught. The degree obtained is Magister.

Curriculum To gain admission to pedagogic academies and Music Universities students must have attained the academic standard required for university entrance or have passed an examination entitling them to study at university. In addition, they must pass an entrance examination (to determine their suitability).

At pedagogic academies, potential students must prove their suitability for the teaching profession by taking an entrance examination that determines not only whether their language and general skills are sufficient, but also tests their musical and rhythmic proficiency. The exact forms and approaches differ from one institution to another. Elements that such aptitude tests are obliged to include by law are self‐assessment modules, information and guidance workshops, individual assessment interviews and consultation and, where a candidate’s suitability is still in doubt, special assessments.

At universities, candidates are required to pass an entrance examination before they can begin the degree course. This examination tests theory of music (both orally and in writing), proficiency on two musical instruments and of singing, and communication and teaching skills.

The trainee primary school teachers (Volksschule) do not specialise in particular subjects, as they teach all subjects. Trainee general secondary school teachers (Hauptschule) must choose two subjects. The first must be German, mathematics or English. The students are free to choose the second from all the other subjects, including music. Subject related courses and subject didactics make up 84 out of 180 ECTS; 36 additional ECTS credits are allotted for classroom teaching or classroom‐oriented practical training for teachers at polytechnic schools. The student must complete 180 ECTS credits and complete a Bachelors’ thesis in order to receive the Bakkalaureat.

For teaching in Volksschulen and Hauptschulen, a qualification from the pedagogic academy in the field of pedagogy and practical school experience is required.

For teaching in Allgemeinbildende Höhere Schulen a music university degree is required, combining music with another subject from the general university. If the second subject is not taken at the general university but consists of the subject of ‘instrumental music pedagogy’ (Instrumentalmusikerziehung) the qualification obtained is considered very high. Graduates from teacher training programmes can also become teachers at pedagogic academies.

The training is mainly focused on teaching in schools; other professional fields (like concert pedagogy or music journalism) are more or less coincidental.

Continuing Professional School teachers are provided with continuing professional development by Development (CPD) pedagogical institutes, which have a strong emphasis on schools, however contact with music universities is scarce. Music education students (not yet graduated) do

not have access to these programmes. Music universities do provide some courses in CPD some of them being courses that mix teachers with students.

In Austria many musicians do teach in schools without having passed an exam. Therefore some institutions are providing application courses. For example, there is a basic course for music professionals who would like to teach in schools which is organised by some of the regional educational government bodies (Stadtschulräte und Landesschulräte). The Viennese music university also offers an individually organised course for those who miss some subjects because they left their music teacher training too early and are already teaching for some year (without a proper degree).

BELGIUM

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Flanders

The professional music education in Flanders is regarded as academic education, which means that it is part of the university system. In addition to the basic training, conservatoires can offer postgraduate studies as a deepening of the basic training or as a particular specialization. These postgraduate studies take at least one year and lead to a Degree in Advanced Studies (in a specific specialization). In case of post‐hogeschool studies, the training does not have to be related to the existing basic training. Post‐hogeschool studies lead to a certificate.

The Flemish answer to the Bologna Declaration is the Structuurdecreet, a decree on higher education, approved by the Parliament on April 4th 2003. With this decree, the process of clustering institutes of higher education, which began in 1994, has carried on, resulting in the introduction of ‘Associations’, a legal construction of a co‐operation between several hogeschools and one university.

In 2003‐2004 the two‐cycle programmes (3+2), including the basic music training were changed into an academic programme, meaning that the training offered would be imbedded in scientific research, or the study of the arts. Research can be conducted together with other partners of the Association, including the partner university. When necessary, external partners can be involved. Only the hogeschools which are members of an ‘Association’ are allowed to issue Bachelor and Master degrees. The quality of education will be guaranteed; on one hand by the existing system of inspection visits, on the other by a new accreditation organisation, which verifies whether the programme meets the pre‐determined minimal quality requirements. This quality mark will guarantee that the accredited programme offers the knowledge, understanding, skills and qualifications associated with an internationally recognised Bachelor’s or Master’s degree.

Wallonia

Higher education in Francophone Belgium (Wallonia and Brussels) is organised through three different systems: Universities, Hogescholen (Universities of Professional Education, UPE) and Ecoles Supérieures des Arts (Higher Schools of the Arts). Professional music training is organised in four Ecoles Superiors des Arts. Diplomas from these institutions are the same level a university diploma.

The system has undergone major reform in 2002‐2003. The old Royal Conservatoires used the classic model ‐ in origin inspired on the model of Paris (1832 for the Conservatoire de Bruxelles) ‐ based on higher education with university status. The 2002‐2003 reform implied various consequences:

• That the delivered diplomas have a clear signification on European level;

• That the course programmes and courses were extended (general culture, profound technical aspects, etc.);

• That students must have a secondary education diploma before entering a conservatoire;

• That collaboration with universities for the organisation of doctoral courses is possible.

The study programmes are clearly structured in sections (instrumental education, vocal, jazz, early music, writing and theory) and in options (piano, winds, strings, etc.), which facilitates readability and exchanges.

From 2004‐2005, the Bologna Declaration has been applied in the Communauté Française Wallonie‐Bruxelles. The courses are structured in 3 (Bachelor) + 2 (Master) years, with the option of supplementary specialisation of 60 credits (ECTS), called a master spécialisé artistique.

Total number of Flanders institutions • Lemmensinstituut in Leuven

• Hogeschool Antwerpen in Antwerp

• Koninklijk Conservatorium in Brussels

• Koninklijk Conservatorium in Gent

Wallonia

Four Ecoles Supérieures des Arts, domaine de la Musique, the Royal Conservatoires of Brussels, Liège and Mons and the Institut de Musique et de Pédagogie (IMEP) in Namur.

Total number of music Flanders students 1.700 + (in first and second cycle)

Wallonia

1000 +

Funding Flanders

The hogeschools are subsidized by the Ministry of the Flemish Community (Education). The Ministry distributes the subsidies among departments. The allocation is based on the Hogescholendecreet, and on arrangements within a hogeschool and its departments.

Wallonia

Professional music training is financed by the State (Communauté francaise de Belgique).

Curricula Flanders

The Hogescholendecreet leaves the artistic departments a certain amount of freedom in the development of their curricula. Although each conservatoire has its own accents, the correspondences are still considerable.

Wallonia

The curricula are submitted for approval to the responsible authorities (the Communauté française pour les Conservatoires Royaux). Two thirds of the courses are common for all the institutions; one‐third is free to decide upon by the organising body. New courses can be created by the government, at the proposal of the Higher Council of Higher Artistic Education (Conseil Supérieur de l’Enseignement Supérieur Artistique).

2‐cycle system Flanders

1st cycle: 3 years

2nd cycle: 2 years

Wallonia

1st cycle: 3 years

2nd cycle: 2 years

Qualifications Flanders

1st cycle: Bachelor in music

2nd cycle: Master in music

Wallonia

1st cycle: Bachelier en musique 2nd cycle: Master en musique

In the second cycle a specialisation is possible, of 300 course hours (Master specialisé en Musique), issuing a special certificate. There is a second cycle pedagogic option (450 course hours) which gives access to the diplôme pédagogique (qualified for education at secondary superior level).

From 2004: the last year of the second cycle will be either: 1) specialized (instrumental or vocal specialisation), 2) didactic (pedagogical specialisation), or 3) deepening (preparation for research and for Doctorate).

Entry requirements (2nd Flanders cycle) The first cycle is an automatic preparation for the second cycle. BA students can enter the MA level without an entrance examination.

Wallonia

The title of candidat or bachelier is sufficient to enter the second cycle.

3rd cycle Flanders

The Orpheus Institute in Gent has started to offer practice‐based PhD courses in collaboration with the University of Leiden/Royal Conservatory The Hague, the Conservatory of Amsterdam (The Netherlands) and the University of Leuven. Other PhD courses in Flanders are currently under debate.

Wallonia

Access to a doctoral course (organised by the universities in collaboration with the conservatoires) is possible.

Credit point system Flanders

All institutions make use of a credit point system which is compatible with ECTS.

Wallonia

The royal conservatoires and the IMEP all use the ECTS system.

Quality assurance Flanders

Accreditation began with the introduction of the Structuurdecreet in 2004‐2005 (higher education act concerning the structure of the HEA of the Flemish community). However, external quality assurance has existed since the early 1990s in Flemish universities and since the late 1990s in Flemish university colleges (hogescholen). The Dutch‐Flemish Accreditation Organization (NVAO) establishes the accreditation framework for existing study programmes, in conformity with the provisions in the Structuurdecreet which regulates the introduction of the bachelors‐masters structure in Flanders. NVAO was set up by the Dutch and Flemish governments. VLHORA, the association of Flemish hogescholen, and VLIR, the association of Flemish universities, jointly organize the inspection of academic study programmes (in Flanders, academic bachelors and masters credentials are granted in higher education) according to a common protocol which is approved by the NVAO. All institutions offering the same study programme are obliged to take part in the review which is organized for that programme. The institution can use the inspection report to get its reviewed programme accredited by the NVAO. The process makes use of a self‐evaluation report, a visitation by peers, which includes as part of the inspection commission an education expert as well as a student. External evaluators do not receive special training. The quality assurance process takes place every eight years and is obligatory and public, as both the NVAO accreditation decisions and the quality assessment reports are published by NVAO on its website. The process is organized bi‐nationally, since the Netherlands and Flanders have signed a Treaty with country specific national laws governing accreditation in both countries. The decree on hogescholen and universities prescribes that each institution is, on the one hand responsible for its quality (internal quality assurance) itself and, on the other hand, required to participate in external quality assurance (e.g. through peer review) for its education and its research (separately).

Accreditation of study programmes is a requirement for issuing diplomas (bachelors or masters) and receiving government funding for study programmes. The quality of the inspection report depends on the expertise of the inspection commission and specifically its chair. Because of this, it is highly recommended that panel members participate in a one‐day training session. They are informed about the structure and characteristics of the Flemish HEA, the latest developments in higher education, the structure and characteristics of the quality assurance system, as well as their position and tasks within this system. They are also given cases and real‐life examples.

Wallonia

Institutions are required to submit to quality assurance reviews organized by the Agence pour l’évaluation de la qualité dans l’enseignement supérieur (AEQES), the Quality Control Agency for Higher Education in the French‐speaking community in Belgium, according to European norms which includes self‐evaluation and external review by a panel of international experts. The evaluation is undertaken by programme and is transversal (universities, high schools, higher schools of the arts) when similar programmes are organized in different kinds of education (engineers, etc.). For the arts (music, theatre, fine arts, performing arts), evaluation is undertaken by the artistic field

and not by the school. The process is organised regionally and is quasi‐obligatory. Results of the evaluations are confidential except the final report which is transmitted to the government. The final report does not mention any individual result for the school but does indicate general trends. The panel members are not required to participate in any formal training, however, information is available in a written guide.

Academic year Flanders

All four Conservatoires work within an annual system: the academic year starts in September and ends in the beginning of July.

Wallonia

The academic year starts in September; the first session of exams is in June, the second in September. Since September 2004, the year is organised in three trimesters (1 and 2: courses, 3: evaluations and exams).

OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in Belgium to be musically trained prior to entering higher education.

TYPES OF PRE‐COLLEGE EDUCATION

Flanders

Music School (Deeltijds Most students who study at the conservatoire (higher music education Kunstonderwijs (DKO)) institution) have received regular primary and secondary education. Beside this education, they have been taught music through the so called Deeltijds Kunstonderwijs (DKO). The DKO can be perceived as a music school and is meant for pupils between the ages of 7 and 18, although adults can enter the schools as well. Lessons are given after school time; during the evenings, on Wednesday afternoons and on Saturdays. Next to instrumental/vocal tuition, students receive theory lessons.

The DKO aims its education at amateur training as well as preparation for higher music education.

The schools are financed by the state; pupils have to pay a certain fee.

Secondary Level Educational Flanders knows so called kunsthumaniora (KSO). These are Secondary Institution (Kunsthumaniora or Level Educational Institutions specialised in different art disciplines, music Kunstsecundair onderwijs (KSO)) being one of them. Kunsthumanioras provide music education on an advanced level combined with general education, for students from 12 to 18 years of age. Their education leads up to the entrance level of higher music education. Students are admitted after entrance examinations.

The schools are part of the general education system; next to a diploma in music, graduates receive a regular secondary education diploma which allows them to study any other subject in higher education.

There are music humanioras in Brussels, Antwerp, Gent, Leuven, Hasselt and Turnhout. The music humanioras are not connected to higher music education institutions (with the exception of the music humaniora in Leuven). However, humanioras and higher music education institutions often maintain close relationships. There are many teachers from higher music education institutions teaching at humanioras and vice versa.

At some music humanioras, there is a representative of a higher music education institution present at the final exams. The final exam in music is then being regarded as the entrance exam of higher music education.

Preparatory year at Kunsthumaniora’s have a special preparatory year. This year of study is meant Kunsthumanioras (7th year) for musically talented youngsters who intend to begin professional music training after finishing high school, but who first have to improve their instrumental level and knowledge about music and music theory. Since the regular music humaniora curriculum takes six years, this Preparatory year is

known as a ‘7th year’. The 7th year is also being used by students coming from abroad who need to master the Flemish language, or who do not have a diploma of general education needed to enter higher music education in Flanders.

Private tuition There are professionally qualified private teachers who teach music outside any institutions or general education systems. Private teaching is not widely popular.

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Most students come from a Music School (Deeltijds Kunstonderwijs [DKO]). A EDUCATION small percentage of students are extraordinary students who have already studied at higher education institutions while still studying in secondary education. Another small percentage comes from Kunsthumanioras, Kunstsecundair onderwijs (KSO), or private lessons.

SPECIAL FACILITIES FOR TALENTED Flanders has many youth orchestras and choirs. There are special competitions STUDENTS AT PRE‐COLLEGE LEVEL for amateurs as well. There is a national organisation called ‘Jeugd en Muziek’ (Youth and Music) that coordinates many musical activities and educational projects for children and youngsters. They are not limited to one musical style. ‘Jeugd en Muziek’ has different departments situated all over Flanders, and is part the world‐wide organisation Jeunesses Musicales.

Recently, higher music education institutions have developed a system that allows talented young humaniora students to study at their institutions. These students receive a personalised curriculum, mainly focusing on musical and artistic subjects. Classes are taught at higher education level. There is no special department or name for this system or the students.

The biggest advantage of the system is that students receive higher education study points (ECTS). So, by studying at a conservatoire while still being at a humaniora, students can shorten their future studies in higher education.

It is possible for extremely talented youngsters to study as ‘extraordinary’ students at the Lemmensinstituut Leuven, Conservatorium ‐ Hogeschool Gent, Koninklijk Conservatorium Brussel – Erasmushogeschool or the Koninklijk Conservatorium Antwerpen – Hogeschool Antwerpen.

TYPES OF PRE‐COLLEGE EDUCATION

Wallonia

Music Academy (Académies de There are 96 Music Academies spread all over the French speaking part of Musique/Conservatoires) Belgium. They provide music education to children from 5 years of age onwards as well as adults; in most cases, students can enter without entrance examinations. Music Academies follow a national curriculum, but are flexible in the way they implement it. Some schools are more specialised in certain instruments or musical styles.

The curriculum goes up from beginner level to the entrance level of higher

music education. It includes instrumental/vocal tuition and some theory subjects. However, over the last years school have been focusing more on amateur training; as a result, the amount of theory classes has dropped significantly. Some schools have ensembles. Students need to take examinations and receive a diploma upon graduation.

Music Academies are funded by their region or the city. In principle, education is free, but students often have to pay small fees to cover certain costs.

Some schools are named conservatoire, not to be confused with Royal Conservatoires that provide higher music education.

Private Music Schools There are Private Music Schools; these are not accredited by the government and are not allowed to give out diplomas.

A special private institution is the Chapelle Musicale Reine Elisabeth (Queen Elisabeth College of Music). It offers four special programmes for highly talented pianist, violinist, vocalist and chamber music ensembles. Students can enter from as early as 8 years of age. The Chapelle also offers professional music education. The institute mainly focuses on future soloist and recruits students from all over the world.

Private teaching There are many qualified private teachers who provide music education outside the general education system and any institutes. Since the Music Academies became more focused on amateurs, the number of students studying with private teachers has raised. There are students proceeding to higher music education.

Humanités artistiques There are a few secondary schools that offer humanités artistiques. These schools provide the possibility to talented musicians to take music lessons, outside of their normal school, as part of their general education curriculum. The system exists for dance and sports as well.

Special programme for young Recently, a programme for the education of young talented students from the talent within Royal Conservatoires age of 12 has been developed. These pupils, after being selected through entrance examinations, may study at Royal Conservatoires. They receive their general education at their own comprehensive school.

Students will receive 40 credits for graduating from the programme. The credits can be used to shorten the education in higher music education.

ADDITIONAL INFORMATION

Many teachers from Royal Conservatoires teach at Summer Schools. During these courses, attended by pre‐ professional students, teachers often recruit future students for their institution in an informal way.

STUDENTS ENTERING HIGHER MUSIC Most students come from Music Academies. Some students come from EDUCATION schools that provide the humanités artistiques. There are students coming from private teachers too.

OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Belgium’s special cultural and political situation with three different language communities that are clearly separated from each other means that the political framework is crucial to understand the current situation, also with regard to the form and importance of general music education. Since 1993 Belgium has been a federal state, split on the one hand into three language communities and on the other into three regions (Flanders, with its capital Brussels, Wallonia with its capital Namur and the municipal region of Brussels). The population is divided into the three language communities as follows:

1. Flemish community – approx. 5.8 million inhabitants

2. French community – approx. 4.2 million inhabitants

3. German‐speaking community – approx. 70,000 inhabitants

Since the end of the 1970s responsibility for culture and education policy has no longer lain with the national government, but with the three individual language communities.

In the communauté française, the French‐speaking community, music education takes place at the following institutions:

The three royal conservatoires :

Conservatoire Royal in Brussels

Conservatoire Royal in Liège

Conservatoire Royal in Mons

Additionally, the "IMEP" music academy in Namur.

Note: since the academic year 2002/03 a sweeping structural reform of the music academies in the French community has been taking place that has chiefly affected the three royal conservatoires in Brussels, Liège and Mons. The entrance requirement has been changed to match that of the music academies, i.e. the school‐leaving examination equivalent to A‐levels in the UK. The range of additional compulsory subjects has been increased considerably to include music theory, philosophy, information technology, history of music etc.

In the Flemish community, the Vlaamse Gemeenschap, music education takes place at the following institutions:

The three (royal) conservatoires:

Koninklijk Conservatorium in Brussels

Koninklijk Conservatorium in Antwerp

Koninklijk Conservatorium in Gent

There is also the Lemmensinstituut music academy in Leuven. In addition there are four other educational institutions offering a "Bachelor of Education" degree course with a special focus on music. At all four, students graduate as qualified teachers of two school subjects at secondary school level, e.g. music and mathematics, music

and art etc.

Katholieke Hogeschool Limburg in Hasselt

Artesis Hogeschool in Antwerp

Arteveldehogeschool in Gent

Hogeschool Gent in Gent

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions The eight institutions mentioned above, which are organised as departments in university colleges.

Structure Instrumental/vocal music teacher training is offered in specific teacher training courses (Specifieke lerarenopleiding [SLO]). The programme takes one year (60 ECTS) but can also be extended. There is a possibility to combine 30 ECTS of the SLO (theoretical part of the program) in a Master of Music programme, and finish the second part 30 ECTS (practical part) next to or after the Master.

To be able to enter the SLO, an academic Bachelor of Music diploma is required. The diploma of teacher in music is achieved after the diploma of Master in Music.

The programme is specifically aimed at instrumental/vocal music teacher training.

Curriculum The curriculum consists of various subjects, such as general psychology, developmental psychology, general methodology/didactics, communication skills, and specific methodology/didactics (of the instrument, of solfege music etc). Students have to do internships and music educational projects as well.

When teacher training is part of the Master, it takes 15 ECTS (out of a total of 60 ECTS), or 30 ECTS next to or after the Master.

Employability Graduates receive the title of Leraar muziek (music teacher). The title is important in the educational field. Graduates find employment in music schools organised by the Ministry of Education (Deeltijds kunstonderwijs [DKO]), and in secondary schools of arts (Kunstsecundair onderwijs [KSO]). The diploma of teacher in music and of master in music is compulsory to be allowed to teach music in these institutions.

Continuing Professional In 2010, The Royal Conservatoire of Antwerp began (in partnership with the Development (CPD) centre for training of the University of Antwerp) a training programme for graduated teachers in dance, music and drama.

Continuing Professional Development is also organised via the education secretariat for cities and municipalities of the Flemish community (Onderwijssecretariaat voor steden en gemeenten van de Vlaamse Gemeenschap).

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions General teacher training is offered as a subject in the eight conservatoires and as a Bachelor of secondary education/music education in university colleges.

Structure Entrance examinations include a test of artistic aptitude (instrument, etc.), melodic and rhythmic ear training, sight‐singing, as well as a written task, which asks the student to write an essay on a musical topic (e.g. comment on a review of a concert). No admission criteria based on music education.

There are two periods of examination per year during the bachelor and master courses, as well as a final examination, which includes a so‐called mémoire or a thesis on a subject relevant to music education that must be defended in front of a jury. Curriculum Arts subjects ∙ Piano (main subject/private tuition)

∙ Second instrument – optional group lessons (usually recorder or guitar)

∙ Singing – group lessons

∙ formation musicale (formerly "solfège" lessons): sight‐singing with solfège syllables (absolute) and conducting movements; ear training and notation

∙ Choral singing, choral conducting, instrumental ensembles, creative music‐making (Orff, Kodaly), eurhythmics and expressive movement (Dalcroze)

∙ Music‐making, arranging and elementary composition for school instrumental ensembles, piano‐playing for teaching

Music theory / ∙ Analysis of music, written harmony musicology ∙ History of music, contemporary music, music encyclopaedia

∙ Comparative art history

∙ Musical ethnology

∙ Listening to music

∙ Music and the computer, acoustics, instrumentology

Music pedagogy ∙ General music pedagogy

∙ General psycho‐pedagogy

∙ Philosophy

∙ General psychology

∙ Music didactics

Other courses ∙ Interdisciplinary course: comparative arts

∙ Internships in music schools; 20% of the internships take place at other institutions (cultural and media centres, concert institutions and promoters, etc.)

Students choose either a short study cycle lasting three years (bachelor, 180 ECTS credits) or a longer one lasting five years (master of education, 120 ECTS credits, master of arts, 114 ECTS credits). The master degree can be followed by the PhD or maîtrise (4 semesters). The degree of ‘teacher in music’ can only be obtained after having obtained a master in music.

The Master’s curriculum includes the following subjects, among others: education laws, musical ethnology, music pedagogy, specialised methodology, improvisation, didactics, information technology and teaching practice in schools.

Employability It is becoming necessary to redefine and revise the guidelines for music education ever more frequently (teaching and learning objectives, lesson content etc.). Schools, institutions that maintain schools and ministries recommend further education courses, and in some subjects such courses have recently become compulsory. It is for this reason that an institute dealing specifically with further education, the IFC (Institut de Formation Continue) was founded two years ago. This institute is responsible for the planning and implementation of further education courses. In Flanders, or the Flemish community, most of the activities are organised by the Flemish Association of Music Teachers (Muzes). The new curricula for secondary school education demand an interdisciplinary approach to education. In order to meet this demand, music teachers will have to be more heavily involved in general arts instruction and training in future; the intention is that this will be achieved both within the undergraduate course as well as by means of special courses offered in the field of further education for teachers.

BULGARIA

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM In Bulgaria, there are many local communities there are opportunities for children to learn an instrument – western classical or Bulgarian folk. The so‐called Music High‐Schools seem to play an important role for those who want to become musicians. There are such schools for classical music and for folk music. They take students from the age of 13‐14, and offer a curriculum which gives the student a specialisation in music together with a comprehensive general education. It was maintained that the graduates of the music high‐schools – 18‐19 years of age – normally would be prepared to join the profession.

On tertiary level, there are two national academies ‐ Sofia and Plovdiv – which offer four year bachelor programmes, one year masters programmes, and (only in Sofia) a three year doctorate programme. The Sofia Academy focuses on western classical music. It has two main tracks: performance and theory. Theory studies give a foundation for further studies in areas such as conducting and composition. The Plovdiv Academy has a strong programme in folk music and dance. It also encompasses classical ballet, visual arts (among the visual arts disciplines, church art and icon paining were important areas), stage design, and photography.

In addition to the two nationally funded academies, a number of private universities offer master‐classes in music. One of these private schools has an accredited music programme. It was maintained that the steadily growing number of private universities might prove to be a threat to the state owned and funded institutions, in that they often were in the position to offer better conditions for staff and students.

Total number of Two state‐funded academies in Sofia and Plovdiv, and one private institution. institutions

Total number of music Approximately 1.000 students

Funding State –funded; foreign students pay a fee.

Curricula Music education curriculum is detailed in Bulgaria; please see the ‘Overview for Music Teacher Training’ of this document.

2‐cycle system 1st cycle: 4 years

2nd cycle: 1 year

Entry requirements (2nd To enter the second cycle, a student must have successfully completed the first cycle. cycle)

% of students who Approximately 15% of first cycle students go on to complete a second cycle continue with 2nd cycle qualification.

3rd cycle The Sofia Academy offers a third cycle programme, which lasts three years.

Credit point system Music education in Bulgaria uses the ECTS system.

Academic year 2 semesters: 15 September‐Christmas, and 12 February‐1 June.

OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Must hold a secondary school diploma (Diploma za Zavurcheno Sredno EDUCATION Obrazovanie). For less demanded specialities, candidates may matriculate on the basis of document submission, graded according to academic record.

OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

The music teacher training system in Bulgaria offers specific training for music teachers in general education, while instrumental and vocal teacher training is offered within performance curricula. Music teacher training is offered at higher education level.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental and vocal teachers training programs are offered by the following institutions:

• National Music Academy Sofia (instrumental faculty: classic instruments, vocal faculty),

• Plovdiv Academy of Music, Dance and Fine Arts (faculty of music pedagogy: classical instruments, faculty of music folklore and choreography: folk instruments and singing).

Some faculties in other Bulgarian universities offer the same kind of education.

Structure and Curriculum The training of music pedagogues (who will be providing instrumental or vocal teaching outside general education) is part of the regular training programs for (performing) musicians. The pedagogical courses are a compulsory part of training of students in performing art. The study program of music pedagogues is similar to the study programme of the general education music teachers (see below).

Curricula include subjects like theory of music, methodology, instrument (singing), and teaching practice.

Employability The degree obtained at the end of a performance programme allows graduates to teach at state and private schools (including music schools) and, after promotion, also at music academies and universities.

Continuing Professional There are possibilities for continuing professional development by following an Development (CPD) additional specialisation in different kinds of methods, or obtaining a Master degree.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Training programmes for music teachers in general education are offered by the following institutions:

• National Music Academy Sofia (Faculty of Theory, Composition and Conducting),

• Academy of Music and Dance in Plovdiv (faculty of music pedagogy),

• State Universities of Sofia, Blagoevgrad, Veliko Tarnovo, Shumen, Plovdiv (Faculties of Pedagogy) and music departments of two private

universities: New Bulgarian University Sofia, and Free University Varna.

Structure The duration of the training programs is:

• Bachelor in pedagogy of music education: four years

• Master in pedagogy of music education: one year (after Bachelor degree).

The Masters programme (Magister) is finished with a promotion, including a thesis defence.

Since 2004, the music teacher training institutions are using a credit system which facilitates comparison of training programs in a European framework. The diploma of music teachers are recognized in other countries all over the world.

Curriculum In training of music teachers for general education, four focus areas can be distinguished that belong to the basic and subject specific studies of future music teachers.

• History and aesthetics: music history, music aesthetics, folklore;

• Psychology and pedagogy: general pedagogy, development psychology and music didactics;

• Music theory: harmony and polyphony, (repertoire) analysis, knowledge of instruments;

• Practical subjects: solfeggio, auditive analysis, choir conducting, piano, singing, instruments etc.

The students can in various stages of their training choose additional subjects such as jazz, arts history, basic composition, etc.

Expected learning outcomes and competences for graduates who will work in the professional field include:

• Possession of knowledge and development of skills necessary for controlling learning processes in music;

• Control of methods and approaches used in music education;

• Competency to lead musical creative activities of children;

• Research on the field of music education.

The central point in study programmes for music teachers in relation to their knowledge and skills lies in the far reaching balance between their theoretical and their practical preparation.

Employability The qualifications obtained by students in the programme ‘Pedagogy of music education’ (learning to become classroom teachers) are:

• Bachelor of Pedagogy of Music Education – permitted to teach in kindergarten, primary schools, secondary general schools, and music gymnasiums;

• Master of Pedagogy of Music Education – allows the graduates to teach in the same institutions, as well as at private and community music schools, and in centres for musically talented children.

This model of study programs in the private universities has been taken from the state academies. In the past ten years, the students of music pedagogy in both music academies also have had the possibility to learn an additional subject, such as an instrument, song or choir conducting. In this way, their competencies are broadened and they have more possibilities to develop themselves as specialists in a later stage.

Continuing Professional The continuation of professional development of music teachers is regulated by Development (CPD) an ordinance from the Ministry of Education. Its goal is to keep developing their competencies throughout their lives (lifelong learning). It contains five levels of professional quality, which are to be reached in the course of at least two years. There is a number of examinations that music teachers will have to take in order to gain levels:

V – oral examinations

IV – written examination

III – is awarded after a one‐year specialization and defence of diploma thesis

II – defence of research thesis

I – is awarded after defence of a theme from the innovative practice

Musicians who work as teachers, but do not have the appropriate qualifications can reach these levels only after finishing a one‐year course for pedagogic qualification.

CROATIA

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Music education in the Republic of Croatia has its own education system that is parallel to the general education system. The system is made up of three levels:

Elementary Music School: 6 years age from 6, 7, 8 – 12, 13, 14

Secondary Music School: 4 years age from 14 – 18

Academy of Music: 4 years age from 18 – 23 (24)

Croatia knows a large number of elementary music schools (6 years of non‐obligatory education), which is financed almost 100% by the State. The secondary music school is an independent school that issues matriculation, but it can also be attended in parallel with some other secondary school. A student of an elementary music school must also be enrolled at and attend a general education elementary school. As a rule, the Academy of Music enrols students who have completed the two preceding levels, but it can also accept other candidates who pass an entrance examination, which is the same for them and for students who have completed a secondary music school. In the academic year 2005‐2006 the number of pupils in all music schools was 15.748.

Bologna Declaration and Implementation The study of music at all institutions of higher education, i.e. in Zagreb, Osijek and Split and Pula are organised in two cycles, taking (as a rule) 4 + 1 years, thus following the Bologna system. There is also a possibility of a 3+2 combination – but only for two‐subject study available in the Departments of Musicology and Music Pedagogy in Zagreb. In latter case the combinations are being made with the subjects at the Faculty of Arts (in Croatian: Faculty of Philosophy). The new, reformed system has commenced in the academic year 2006/2007.

Total number of There are three institutions in Croatia offering music studies: the Academy of Music in institutions Zagreb, the Arts Academy in Split, and the Arts Academy in Osijek. They are financed by the State. In addition, the course in music pedagogy for music teachers in general education schools is also available in Croatia, at the teaching training faculty in Pula (in fact: The Faculty of Philosophy) with about 60 students.

Total number of music There are about 800 music students in Croatia (Instruments, Singing, Composition, students Conducting, Music Theory, Musicology, Music Pedagogy).

Funding The Academies' work is funded in full by the State through the Ministry of Science, Education and Sport, but it is also possible for students themselves partly to pay for their tuition. Such students make up some 10% of the total number of students.

Curricula The teaching curricula are drawn up by the Academies and verified by the University and/or the National Council for Higher Education, and the Ministry of Science, Education and Sport.

2‐cycle system The first cycle of 4 (or possibly 3) years of study ends with the Bachelor Degree with the title Bachelor of Arts – pianist (for example).

Bachelor Degree is followed by a one year Master Degree which ends with the title Master of Arts – pianist (for example). With this degree, the graduate can pursue a professional career as soloist, chamber player or orchestral player. If he/she has studies

the additional pedagogical group of subjects, he can also teach an instrument/singing.

Qualifications Study at the Academy of Music in Zagreb (and in Osijek and Split as well) is now organised in the new way i.e. to the principles of Bologna Declaration. The Arts Academies in Osijek and Pula and the Academy of Music in Zagreb are members of the Universities of Osijek, Pula and Zagreb respective, so that study there is ranked at the same level as study at the University's other faculties. A degree from the Academy of Arts and of Music is identical in every respect with all other degrees awarded by the University. The Academy of Music in Zagreb has the following departments:

Composition, Conducting, Musicology, Music Pedagogy, Singing, and instrument departments, as do other European institutions of higher music learning. The Academies of Arts in Osijek and Split do not offer but the study of orchestral instruments (some of them), singing and music pedagogy (music education).

Apart from degree courses, postgraduate course lasting one year ‐ so called perfection course ‐ is also available in all orchestral instruments and in singing, without any diploma. The candidate only receives a certificate to have been attending the course.

3rd cycle So far, doctorate study is possible only in traditional Musicology. Beginning within the academic year 2007/2008, the doctoral studies in Musicology and Music Pedagogy (Music Education) will be available according to the principles of Bologna Declaration. There are also plans to organise the doctoral studies in some (probably not all) instruments/singing. These studies are not likely to commence prior to academic year 2008/2009.

Quality assurance Croatia has a new Law on Research Work and Higher Education, which was approved by Parliament toward the end of 2003. The Ministry of Science, Education and Sport continues to have an important role in higher education, although many responsibilities such as financing, study programmes, the election of teaching staff, etc. have been attributed to the universities. The National Council for the Higher Education is a body of experts responsible for the development and quality of the complete system of higher education in Croatia. In addition, there is the National Council for Science, a parallel body. The two organizations have some common tasks. Another body, which belongs to both councils, is the Council for Financing Scientific Work and Higher Education.

The Agency for Quality Assurance of the Ministry of Science, Education, and Sport, of the Republic of Croatia is a new, specialized entity, responsible for evaluation of the institutions of higher education at the university and college level (the latter are called high schools). The Agency carries out the accreditation process, which includes a study of programmes and curricula, a system of improvement and control of quality required of institutions of higher education, as well as the process of recognition of degrees. The Agency engages domestic and foreign individual experts in specific fields of higher education.

Public institutions which are financed by the state are evaluated at least once every five years. Private institutions are evaluated only for the part which is financed by the state. Following a self‐evaluation and an external evaluation of the institution, the Agency reports to the National Council for Higher Education on the proceedings and the outcome. On the basis of the results of the evaluation, the National Council advises the

Minister to:

• Issue permission for the study programme

• Send a letter of expectation

• Deny permission for the study programme

The Music Academy has been evaluated (according to the previous Law), only once, in 1999 by a team of international experts, upon which the Academy received accreditation from the Ministry.

Academic year The academic year starts on 1st. of October, and ends on the 30th of September next year. The lectures begin in the first week of Oct. and end in the first half of June next year. The obligatory examination periods are February, June and September, but mostly, all the months are open to exams except August. The academic year is divided into two semesters. February is mainly free from any lectures.

OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Croatia has an independent system of music education parallel to general education, consisting of two Pre‐college levels.

TYPES OF PRE‐COLLEGE EDUCATION

Elementary Music School (Osnovna Elementary Music Schools provide music education for students from 6/7/8 to glazbena škola) 12/13/14 years of age outside of the general education system. However, the education provided at music schools takes place parallel to regular elementary education. In Croatia, regular elementary education takes 8 years; Elementary Music Schools provide a 6‐year curriculum.

Students have to take an entrance test to define their basic musical skills (sense of rhythm, sense of tune). Almost all students applying will be accepted, providing there are enough places available.

Students study an instrument (one‐to‐one tuition) as well as taking ear training classes and choir lessons. Examinations in ear training and instrument have to be taken every year. The end of the educational program is marked with a final examination and a certificate. This certificate (together with an entrance examination) enables students to enter Music Secondary Schools.

While elementary education is obligatory, attending Elementary Music School is not.

Some Elementary Music Schools organise special music groups for children under 6 – so called Music Kindergarten. There are no fixed curricula for these groups. The activities are focused on singing (children's songs), improvised musical games, dancing and moving with music. There are also elements of an unpretentious, not systematized introduction to the staff notation (only visual, without ear training).

There are also some music activities (musical games, singing) for children under 6 in normal Kindergartens.

Secondary Music School (Srednja Secondary Music Schools are open to students who have finished their glazbena škola Elementary Music School education. Nevertheless, candidates have to take an entrance exam consisting of solfège and the main instrument that they want to study. Secondary Music Schools cater for students from 14/15 to 18/19 years of age.

Schools offer instrumental training (one‐to‐one tuition), ear training, harmony, polyphony, history of music etc., plus some general education subjects (like Croatian, mathematics, physics, history etc.).

• Although Secondary Music Schools do not provide a full general education curriculum, their education is recognised as secondary school level; students could study at a Secondary Music School only,

and graduates are allowed to study any subject in higher education. However, in Croatia students have to take entrance examinations for every study in higher education; this might be more difficult for students who studied at Secondary Music Schools only. Most graduates will proceed to higher music education.

• Students could also combine their education at Secondary Music Schools with secondary education at different institutes (gymnasia or vocational schools). In that case, students would only take the music related subjects at their Secondary Music School. In the end, students will receive two diplomas.

Elementary Music Schools and Secondary Music Schools are regarded as part of the general education system and are completely financed by the state. Students pay a symbolic fee that is far below the economic costs of this education.

There is a national curriculum for music education at all three levels of state‐organised music education: elementary, secondary, and higher music education. Both Elementary Music Schools and Secondary Music Schools are focused on classical music only.

Private Music Schools Croatia knows Private Music Schools as well; these are mainly elementary music schools. Some are organised in the same way as the institutes described above. The sector is relatively new and not yet as strongly developed as the state organised system. There are not many students involved in private music education, and not many proceed to higher music education.

One private music school is specialised in pop and rock music education: the Rock Academy (Rock akademija). The school has been recognised by the state, meaning that its students have the same rights as students from state‐owned schools. It is more or less organised in the same way as the state owned‐schools as well:

Elementary Pop and Rock Music School (Osnovna glazbena škola); 4 years, Secondary Pop and Rock Music School (Srednja glazbena škola); 4 years.

Private tuition Qualified teachers provide instrumental and vocal tuition, outside of any institutes or general education systems. Private tuition is not very common in Croatia.

ADDITIONAL INFORMATION

Croatia is a former Yugoslav country, which still has its influence on the way music education is structured. The whole system is organised as were all students highly talented, which translates into very high standards (individual instrumental/vocal teaching, many musical subjects etc.). Amateur training, including music education for adults, hardly exists, although there are amateur choirs and orchestras for adults.

There are no Pre‐college Departments in Music Academies in Croatia.

There are no formal links between pre‐college institutions and institutions that provide higher music education, but the informal links are strong.

STUDENTS ENTERING HIGHER MUSIC Almost all students come from Secondary Music Schools. EDUCATION

SPECIAL FACILITIES FOR TALENTED There is a competition for all students of music on a national level, basically for STUDENTS AT PRE‐COLLEGE LEVEL all instruments/singing, on a biannual basis. There are some international competitions taking place in Croatia as well.

OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Music teacher training takes place at A distinction is made between instrumental/vocal teachers, and music teachers for general education.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental/vocal music teacher training is offered as part of performance Master programmes at the University of Zagreb, the University of Split and the University of Osijek. The three institutions run specific Music Pedagogy study programmes as well, but these focus more on preparing music teachers for general education (see description below).

Structure and curriculum Pedagogical training is an elective part of the 1‐year Master of Music programme. Students can choose the specialisation ‘Performance and Teaching’.

Employability Master graduates who followed pedagogical classes are allowed to work as instrumental/vocal music teachers.

Continuing Professional No information available. Development (CPD)

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions According to Croatian legislation, a Masters degree must be obtained to become a general music teacher or a specialised music teacher. This type of study can be carried out at one of four institutions: University of Zagreb, Academy of Music, Department for Music Pedagogy; University of Split, Academy of Arts, Department of Musical Art; Josip Juraj Strossmayer University of Osijek, Academy of Arts, Department of Music; Jurij Dobrila University of Pula, Department of Music.

Structure and curriculum The Academy of Music in Zagreb offers two programmes: Music Pedagogy (4 year Bachelor and 1‐year Master) and Music Culture (3‐year Bachelor and 2‐year Master). These programs attend to the qualification of primary school music teacher (5th‐8th class, 11‐14 year old pupils) and secondary school music teacher (15‐18 year old pupils). Students can also qualify to teach in music related subjects in music schools (e.g. music theory, solfeggio). Graduates are also qualified to lead choirs and bands. The other way to acquire a qualification for the music teaching is to enter and finish the other Bachelor and Master programmes: music theory, musicology (a two subject study programme) or church music; within one of these, the student should take a module with pedagogical subjects.

The Music Pedagogy study programme at the Academy of Arts in Split includes a Bachelor’s degree (4 years, 240 ECTS, qualification awarded: Bachelor of Music in Music Education) and a Master’s degree (1 year, 60 ECTS, qualification awarded: Master of Music in Music Education). Graduates of the Music Culture study programme (4‐year Bachelor and 1‐year Master) are also qualified to teach music

in the primary and secondary school.

Employability Graduates may find employment as primary school music teacher (5th‐8th class, 11‐14 year old pupils) and secondary school music teacher (15‐18 year old pupils), or as a choir or band leader. Graduates are qualified music arrangers, and could also carry out editorial work in music programmes of various media.

Continuing Professional No information available. Development (CPD)

CZECH REPUBLIC

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Basic professional training of musicians is provided by the conservatoires in the Czech Republic, where students at the age of fourteen start attending a 6‐year programme. At present, there are fourteen public and six private conservatoires and a church conservatoire in the Czech Republic. Their graduates are qualified to teach at Music Schools (Basic Schools of Art) and their training is usually of a sufficient level to be accepted in one of the symphony orchestras. The Jaroslav Ježek Conservatoire in Prague offers education in popular music, jazz and musical drama. The needs of the church are covered by the church secondary school for organ players and by the church conservatoire in Kromĕříž. In Roudnice nad Labem is a conservatoire for soldiers. This school prepares the students, besides the regular music education, for work in army ensembles. In the Czech Republic, conservatoires are not considered as higher music education institutions.

Students with a higher level of talent and skills can continue their study at higher music education institutions – the academies of music in Prague (AMU) or in Brno (JAMU). A three‐cycle educational system (Bachelor, Master and Doctoral degree) has been implemented at both academies. At these institutions a large emphasis is put on professionalism and specialisation in the given study field. Highly individual tuition based on one‐to‐one teaching guarantees a high quality of education. Students have the possibility to spend part of their studies abroad. They are allowed to obtain the academic title of Bachelor of Arts – BcA., Master of Arts – MgA. and Doctor – Ph.D.

Besides the conservatoires and the academies of music, there is also the possibility of attending the pedagogical faculty of a university.

Total number of 20 conservatoires (not higher education level), 2 music academies (university level). institutions

Total number of music Approximately 550 students

Funding State funding through Ministry of Education, Ministry of Culture, other state authorities (regions, Czech Science Foundation), culture institutions, foundations, private funding.

Curricula Curricula for professional music training are controlled by the State; implementation of new study subjects including their curricula must be approved by the Board of Artists at first, then the curricula must go through the accreditation procedure.

2‐cycle system 1st cycle: 3 years (Bachelor)

2nd cycle: 2 years (Master)

Qualifications Bachelor of Arts (BcA.) ‐ Not only artistic quality on the level of soloist is expected, the profile of the musician must include also pedagogical ability and theoretical knowledge (methodology, psychology, pedagogy).

Master of Arts (MgA.)

Doctor (Ph.D)

Entry requirements (2nd Artistic practice requirement, performance skills on the high solo performance level, a cycle) concrete study programme (students propose it themselves), some kind of

specialisation in the given field, e.g. interpretation of Early Music, contemporary music.

% of students who Brno: The first entrance examinations for the Master degree studies have taken place in continue with 2nd cycle June 2003, meaning that the Master degree studies (2nd cycle) started in October 2003. At the moment 16% of the students is continuing with a 2nd cycle.

3rd cycle The Doctoral study programme lasts 3 years. The objective‐based Doctoral studies contain a research and a performance component; there is also a requirement for part‐ time teaching. 3rd Cycle studies are offered at two institutions: Janacek Academy of Music and Performing Arts and the Academy of Performing Arts in Prague.

Credit point system At the Faculty of Music in Brno a credit point system, compatible with ECTS, is used. At the Prague Music Academy, a credit point system is being developed.

Quality assurance Higher education institutions are linked to the Ministry of Education, Youth, and Sport and since 1998 have to go through the accreditation procedure every five to seven years. Thus, no study programme can be in operation without the permission of the Accreditation Commission of the Government of the Czech Republic, an independent government body. The process is organised through evaluation questionnaires, student evaluation, and Internet inquiries and questionnaires from former students. The process makes use of a self‐evaluation report, but not a visitation system. The process is obligatory and public and can be institutional or discipline specific. Accreditation review is conducted every five years by the Ministry of Education, based upon an institution’s self‐evaluation. Brno has accredited its music courses as a whole; the Prague Academy has accredited all of its courses (violin, tuba, piano, etc.) separately.

Employability Graduates from these academies can work as performers, but also as teachers of conservatoires or music academies. For teaching at Music Schools (Basic School of Music) a diploma from a conservatoire is sufficient, for academic staff a MgA (Masters) is required at minimum.

Academic year The academic year is divided into 2 semesters: winter and summer. The academic year starts on 1 October and finishes on 30 September.

OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in Czech Republic to be musically trained prior to entering higher education:

TYPES OF PRE‐COLLEGE EDUCATION

Basic Art Schools/Elementary Basic Art Schools (also known as Elementary Schools of Art) offer arts education Schools of Art to children and adults. Most schools have three or four departments: music, dance, drama and painting (depending on the size of the school). There are around 800 schools situated all over the country. Basic Art Schools provide amateur music training, but prepare students for the entrance to higher music education as well.

Children usually enter the preparatory class of the school around their 5th year of age after they have completed an entrance test; almost all students who apply are able to enter. Students study at Basic Art Schools until they are 16.

Basic Art Schools follow a national curriculum which is divided in two levels (primary and secondary); there is a different level for adults. Students have to take examinations every year. Curricula include instrumental lessons (mostly one‐to‐one tuition) and theory subjects. Most schools provide classical music education only, but some provide jazz and pop music lessons as well. Many graduates continue their education at Conservatories.

There are a number of high‐level Basic Art Schools that are well known for preparing students for conservatories. This mainly has to do with specific teachers.

The Ministry of Education has implemented an accreditation system. All accredited schools follow the national curriculum and receive state funding. Some schools may receive funding by the city or a church (as well). In all cases, students only pay a small tuition fee. Virtually all Basic Art Schools are accredited.

Private Music School There are many Private Music Schools, which even have their own association. Private Music Schools mainly provide amateur music training. Their service is often different from Basic Art Schools, including more teaching in groups. Some schools do follow the rules set by the Ministry of Education and therefore receive state funding.

Conservatoire Conservatories in Czech Republic are vocational training institutions that train students to be professional musicians. Conservatories provide music education at a very high level, combined with general education. They do not offer training at academic level (no Bachelor or Master Degrees).

Students can enter Conservatories from 14 or 15 years of age after they have passed an entrance exam. There is no preparatory class. The national curriculum includes many music related subjects and some general education subjects as well. It is therefore difficult for students to study any other subject

than music in higher education. The music related subjects include instrumental tuition (one‐to‐one), theory subjects and orchestra and ensemble lessons. Some schools have a Jazz Department. Conservatories do not only train instrumentalists and vocalists but conductors and composers as well.

The curriculum takes 6 years and is finished with a final examination in a foreign language, theoretical subjects, main subject, students need to write a thesis which they need to defend, and they need to take a test in art‐pedagogical subjects.

It is possible to switch to a University or Academy of Performing Arts/Music after 4 years of studying. Graduates go on to study further or enter the professional field. Graduates that have taken pedagogy classes receive a diploma which allows them to teach at Basic Art Schools.

State conservatoires are free of charge. There are some private conservatories and conservatories owned by churches which charge tuition fees. In these cases, the state pays the costs of teaching material and salaries of teachers and other employees, students pay for all other costs.

There is one conservatory for soldiers; it trains not only classical musicians, but also musicians for army ensembles. There is a conservatory for church music as well.

One special conservatory focuses on handicapped students; it trains, for instance, blind students. The school also educates tuners trained to tune pianos and cembalos and to implement easy reparations.

There are also conservatoires focusing on other art disciplines (dance, drama).

Music Gymnasium Music Gymnasia provide high level general education combined with music education. Students can enter Music Gymnasia from the age of 10 after passing an entrance examination. It is also possible to enter later.

Music Gymnasia aim to prepare students for higher music education as well as for any other study area. They follow a national curriculum including a full general education programme at the highest level and music related subjects, such as instrumental tuition (one‐to‐one), theory subjects and orchestra and ensemble lessons. Music Gymnasia focus on classical music.

Many graduates proceed to higher music education, but there also is a large amount of students who continue their education at Universities in other disciplines.

Music Gymnasia owned by the state do not charge tuition fees.

Private tuition There are private teachers who teach music outside of any institution. However, they mostly provide amateur training; hardly any students continue to higher music education.

ADDITIONAL INFORMATION

There are quite a few teachers from the Academies (higher education) teaching at Conservatories and Music

Gymnasia. Therefore, students are well prepared for the entrance level of higher education.

Higher music education institutions do not have Junior Departments or Preparatory Courses.

STUDENTS ENTERING HIGHER MUSIC Almost all students come from Conservatories or Music Gymnasia. EDUCATION

SPECIAL FACILITIES FOR TALENTED There are many facilities for talented students; there are competitions for all STUDENTS AT PRE‐COLLEGE LEVEL kinds of instruments, at different levels and for different age groups. There are also competitions for school orchestras and choirs.

Talented students at Basic Art Schools can receive more instrumental lessons.

OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Czech Republic knows a distinction between the training of Instrumental/vocal music teachers, and music teachers for general education. Teachers can be trained at vocational training institutes, called ‘conservatoires’, and at Music Academies (higher music education institutions).

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental and vocal music teachers are educated at conservatoires and Music Academies. There are eight conservatoires in Czech Republic: in Prague, České Budějovice, Plzeň, Teplice, Pardubice, Brno, Kroměříž and Ostrava. There are two higher education music academies: in Prague and Brno.

Structure Studies at conservatoires last six years and the graduates from these schools can teach at state or private elementary art schools. These institutions offer specialised music education to talented children, young people and, to a certain degree, adults.

Academies of Performing Arts offer programmes to train teachers for elementary art schools and conservatories, and artists with a certificate in artistic education. They provide a 3‐year Bachelor and 2‐year Masters programme.

Usually, candidates must pass a special entrance examination. Every institution prepares its own requirements for each type of study programme.

Curriculum Each music department and every institution has its own curriculum, however, the majority of subjects can be found in all study programmes. These are: Music Psychology and Diagnostics, Pedagogy with Methodology, Methodology of Music Teaching, Special Music Methodology, and Teaching Practice. Conservatoires also provide some general education subjects, as their students enter the institution at 14 or 15 years of age.

At Music Academies, the pedagogical orientation of students is developed especially in the Master programmes. Within the general studies they acquire necessary knowledge in psychology and pedagogy, which corresponds with music psychological and pedagogical education. Teaching methodology is combined with observation practice (1 week) and then with teaching practice (2 weeks) at elementary and secondary schools as well as at elementary art schools. The final practice lasts 4‐6 weeks. Students who are being prepared for a professional music career also have ongoing practice in their specific disciplines.

Employability Depending on the education received, graduates can teach at state or private elementary art schools, and sometimes at conservatoires as well.

Continuing Professional No information available. Development (CPD)

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Music teacher training of music teachers for primary and secondary schools is carried out at the university, within the faculties of education. There are nine in the Czech Republic: Prague, Útí and Labem, Plzeň, České Budějovice, Hradec Králové, Liberec, Brno, Ostrava and Olomouc.

Structure These universities offer the following types of music teaching programmes:

• Teaching music in primary‐schools,

• Teaching music in secondary‐schools (at most of the Faculties of Education),

• Conducting children choirs and young people choirs (at most of the Faculties of Education),

• Teaching in Elementary art schools (at most of the Faculties of Education).

Students following the programmes for teaching music at elementary and secondary schools usually study one more subject (Czech language, English language, German language, History, Psychology etc.) so as to be qualified to teach this alongside Music. However, they can study Music teaching in combination with another artistic specialisation – conducting, playing the piano (violin, accordion) and solo singing.

Curriculum Primary and secondary schools teacher trainees study for three years on the Bachelor programme. This programme includes courses in artistic/music performance skills, Music theory and history. An additional two year Master course focuses on teaching skills and pedagogical practice. In most Music Departments’ Faculties of Education, both Bachelor and Master programmes for teaching music in Elementary Art Schools are accredited, as well as programmes for conducting choirs.

The duration of the programmes (years and semesters):

Bachelor programme (3 years = 6 semesters), Master programme (2 years = 4 semesters),

Before the Bologna Declaration there was also a fully‐fledged Master programme lasting 4 or 5 years (8 or 10 semesters).

The following is a breakdown of the taught hours of each programme:

Music teacher training Bachelor programme – a total of 741 hours (180 credits),

Music teacher training Master programme – a total of 325 hours (120 credits).

Employability Graduates are allowed to teach at the institutions mentioned above, according to the type of training received.

Continuing Professional No information available. Development (CPD)

DENMARK

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM The present system of professional music training in Denmark has existed since 2004, when the old system of a Music teacher degree (4 years of study) and Diploma degree (1 year of study) was replaced with the 2‐cycle system in accordance with the Bologna Declaration.

The educational system is comparable to the general higher education system with one exception: contrary to the universities, the music academies are not yet able to offer a third cycle (PhD) by themselves. Only in cooperation with a university (who formally will be the responsible partner) will music academies be allowed to offer such an education. The only formal postgraduate degree that can be offered by an academy of music is by the soloist exam.

It has been an important goal for the government, when implementing the new system, to make a better coherence in the educational system nationally and internationally. Most recently it has been a major concern for the musical training in Denmark to strengthen the pedagogical elements in the educations as well as the coherence within the so‐ called food chain in music education (talent development).

Total number of As of this writing in 2010, there are four conservatories for professional music training institutions in Denmark.

Total number of music 1.300 + students

Funding The Conservatories are funded by the State, through the Ministry of Culture.

Curricula The curricula for professional music training are controlled by the State.

2‐cycle system 1st‐cycle: Bachelor (3 years)

2nd‐cycle: Master (2 years)

Qualifications 1st cycle: An all‐round basic education as a musician which includes 15% of pedagogy as a minimum and qualifies to further studies. There is a proposal for using the qualification ‘Bachelor of Music’.

2nd cycle: Candidate as a musician, or in music pedagogy.

Entry requirements (2nd A relevant bachelor degree normally from a conservatoire, but students with a Bachelor cycle) from the university can also be in taken if they pass the audition.

% of students who Approximately 90% continue with 2nd cycle

3rd cycle A soloist exam is retained. A PhD can be obtained in collaboration with a university or the Danish University of Education (DPU).

Credit point system The ECTS credit‐point system is used in the study programmes..

Quality assurance There have been no regular external quality assurance processes for the music academies. However, according to a new law, a national accreditation institution was established on April 1, 2007. It came in power as of January 1, 2008 and is intended to provide approval all new educational programmes within the higher education area in Denmark. The educational institutions have to pay the costs of the accreditation process. The programmes are accredited for the length of the programme plus two years. As of January 1, 2008, all new programmes were accredited. Existing programmes will be accredited according to a specified plan, which has to be proposed by the Institution. The responsible body is the Akkrediteringsinstitutionen (Accreditation Institution), consisting of Akkrediteringsrådet (Accreditation Council) and two secretariats (a council secretariat and an accreditation secretariat). The agency was established physically in fall 2007. Individual programmes have been accredited, and the results have been made public and may have influence on the subsidy provided to the university. The accreditation is carried out as an external evaluation of the accreditation secretariat, which can choose to use external (international) partners to assist. The procedure which is used by the secretariat is being defined (site visits etc.) and may include training for experts.

Employability According to an investigation of the labour market for graduates from the Danish academies of music, completed in 2004, the unemployment rate is about 10%.

Academic year End of August – end of June, 2 semesters

OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in Denmark to be musically trained prior to entering higher education.

TYPES OF PRE‐COLLEGE EDUCATION

Music School There are about 100 Music Schools organised by municipalities spread all over the country. These schools provide music education to students between 0 and 25 years of age.

There is no national curriculum for music education, but a set of guidelines has been published by the National Music Council; Music Schools are free to choose whether they want to use it. A few schools design their own curriculum.

Music Schools offer instrumental/vocal lessons (mostly one‐to‐one) as well as theory classes and ensemble playing/choir. Almost all Music Schools have orchestras. Music Schools provide amateur training but may prepare some students for the entrance examinations of higher music education as well. Many students will go to the Musikalsk Grundkursus (see text below) first before applying to higher music education institutes.

In principle, the lesson time for instrumental/vocal lessons at Music Schools is not very long (20/25 minutes). However, most Music Schools have special Talent Classes. Entrance to such a class goes by audition. Students who study in a Talent Class receive longer instrumental/vocal lessons. Music schools can apply for a state grant to cover expenses for talented students who are not able to pay for their education. The exact outlines of Talent Classes differ from school to school, and are decided on the local level.

Music Schools should have a broad offer of both musical styles (jazz, pop, classical music) as well as instruments. Students pay a tuition fee.

Private Music School There are Private Music Schools; they provide the same type of education as Music Schools run by municipalities. Private Music Schools receive funding by municipalities as well. The main difference between Private Music Schools and municipal Music Schools lies in the organisational structure.

Music as a subject in Primary In Denmark, Primary Schools provide general education to students between 6 School and 15 years of age. Music lessons are an obligatory part of the curriculum until the 6th or 7th grade (different per school).

There are private Primary Schools that have a Music School in the same building. They provide the same kind of education as normal Primary Schools.

Music Gymnasium There are several secondary schools (Gymnasia) in Denmark that offer general education with a specialisation in music education. Gymnasia cater for students between 15/16 and 18/19 years of age. They offer class lessons in musical subjects. Students take instrumental/vocal lessons at Music Schools, or study

with private teachers. Some Gymnasia work closely together with Music Schools that offer the Musikalsk Grundkursus (MGK) as described below.

One special school, the Sankt Annæ Gymnasium in Copenhagen, provides high‐ level music education focusing on vocal studies in combination with general education. Students are recruited around the second grade of primary school. The Sankt Annæ Gymnasium provides primary and secondary (Gymnasium) education. Although the school focuses on singing ‐ it has many choirs – students can receive instrumental training as well. The school has many bands and orchestras. The school also offers the MGK.

Preparatory course (Musikalsk Young talented students interested in music can apply for admission to the Grundkursus [MGK]) preparatory course for conservatories, Musikalsk Grundkursus (MGK). The MGK is a three‐ or four‐year course provided by seventeen Music Schools, which prepares students for admission to higher music education institutes. Students aged 14‐25 may apply for admission to the MGK; most students are between 16 and 18. The MGK is not only available for classical music students, but provides training in pop and rock music, jazz, folk music, composition, conducting and theory subjects as well.

Some Music Schools providing the MGK cooperate with (Music) Gymnasia, in which case the MGK will last for 4 years. The MGK can also be taken as a supplementary course at a Music School for children who study at a regular Gymnasium (the MGK will then take three years). Students often take the MGK after graduating from a regular (Music) Gymnasium; most students then take the full three‐year course, although some students stay for a shorter period of time, only before they get into higher music education.

Some schools that provide the MGK work closely together with conservatoires. Often, conservatoire teachers teach at the MGK.

The MGK is state funded; students do not have to pay a tuition fee.

Elementary music education within Students from higher music education institutions who take pedagogy classes as higher music education institutions part of their curriculum are required to gain practical experience in teaching. They do so by teaching young talented children within the conservatoire. These lessons are quite popular and of a high level.

Private tuition There are many private teachers who teach music outside of any institute or the general education system.

ADDITIONAL INFORMATION

Higher music education institutions do not have Junior Departments or Preparatory Courses.

STUDENTS ENTERING HIGHER MUSIC Most students come from the MGK. Some students come from Talent Classes EDUCATION within Music Schools.

SPECIAL FACILITIES FOR TALENTED There are many competitions that are also open to young talented students. STUDENTS AT PRE‐COLLEGE LEVEL There are also grants available to support talent; for instance, the state gives out grants for students who are not able to pay for Talent Classes within Music

Schools.

Very talented students who study within the MGK can receive lessons from conservatoire teachers. Music School students can go to Talent Classes within Music Schools.

The association Musik og Ungdom (Music and Youth) is the Danish branch of the international organisation Jeunesses Musicales. Its members are drawn from music students and music academy students and its activities are both locally and internationally based. Musik og Ungdom is also one of the organisations behind the prestigious Orkester Norden, which is made up of young musicians aged 15‐25.

OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

The Danish system of higher education in music is divided between three ministries – the Ministry of Culture, the Ministry of Science and the Ministry of Education. Currently, the government sets the targets and frameworks and leaves the content (study programmes, courses etc.) of the educations to be decided by the institutions. The three ministries set up different directives for respectively the conservatories, the universities and the University Colleges. It is characteristic for Denmark that training types, aimed at voluntary music education, gymnasium and primary school, are strictly separated. The music conservatoires are showing an increasing interest in the music pedagogy, also as theory and research area. The new training structure of conservatoires implemented in 2004 (first and second cycle) supports these tendencies of content. Traditionally, the pedagogy of a subject (e.g. music) will have an inferior status to the subject itself, even though a majority of graduates will be involved in teaching the subject. It is well‐known that music specific pedagogy and didactics are often perceived as limited in their aims and perspectives when compared with general pedagogy and didactics.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions The Danish music teacher training takes place in the following type of institutions in conservatories (4 institutions, 1 with non‐classical focus).

The conservatories are present in the major cities of Denmark: Copenhagen, Odense, Aarhus, Aalborg and Esbjerg.

Structure and Curriculum Each kind of institution has its own characteristics and cultures regarding subject and subject‐pedagogical profile. This distinction comes from each specific target area but also out of tradition.

Conservatoires

• 1st cycle = 3 years (Bachelor in Music)

• 2nd cycle = 2 years (leading to a Candidatus Musicale (Master of Music))

• 3rd cycle = 3 years (PhD, only available in some conservatoires)

Teachers training programmes are offered in both first and second cycles. Traditionally, the primary goal of conservatoires is training musicians. These institutions have always mainly been involved with subject related training in the field of musical practice, and teacher training was introduced relatively late. Nowadays the Danish conservatories educate musicians, singers, music teachers, church musicians, music managers, sound technicians, composers and recording directors in a broad range of subjects and specialties.

The Danish conservatories have a classical and a non‐classical department (except for The Royal Danish Academy of Music, which is classical and Rhythmic Music Conservatoire (RMC), which is non‐classical). Teacher training students in the conservatoires will have external practical training at music schools as well as internal practical training. The teacher training programme at the conservatories include theoretical as well as practical studies, which include that the students get supervised by a teacher as they teach different levels of pupils in solo instrument

and ensemble.

To enter the Bachelor programme candidate students have to pass an admission test. For the Master a Bachelor Degree and an admission test are required.

Employability The students from Conservatoires who become music teachers, are able to teach mainly in the private sector, in music schools, hoiskoles and occasionally in gymnasia.

Continuing Professional Additional training is also available at the Danish University of Education. Some Development (CPD) conservatoires offer vocational Master programmes, as well as CPD courses in specific areas.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Training for music teachers in general education occurs at Danish universities, teacher training colleges and Danish Universities of Education.

• Musicology Departments within Universities (3 institutions) • University Colleges (UC) (18 institutions) • Danish University of Education (DPU)

The universities are present in the major cities of Denmark: Copenhagen, Odense, Aarhus, Aalborg and Esbjerg.

Structure and Curriculum Universities, Musicology Departments

• 1st cycle = 3 years (Bachelor)

• 2nd cycle = 2 years (leading to a Candidatus Magisterii (Master of Arts))

• 3rd cycle = 3 years (PhD)

The Master of Musicology (five years of study) has to include 1,5 year of a secondary subject according to the university declaration. The teacher training programmes at the university are rarely referred to as ‘music teacher training’ although the majority of university graduates will be teachers in gymnasia or otherwise involved in education. Only in combination with the additional professional postgraduate teacher training does one acquire the necessary competencies to teach in a gymnasium. This also takes place in the universities, and includes a large amount of practical teaching experience.

The university education is mostly directed at music as a subject, only the study profile is different than the pedagogical training at conservatoires. Universities put more emphasis on musicological issues, and the education has a more academic character. This is also reflected in the manner in which pedagogical issues are addressed. Some students choose music pedagogical matters for their thesis. On the practical side, the universities provide training in practical subjects as piano, vocal training, ensemble, choir etc. Students at universities do not necessarily make practical experience in education part of the study programme for musicians/music teachers. To enter the Musicology programme a

Baccalaureade (gymnasium degree) and an admission test are required.

Teacher Training Colleges

• 4 years, leading to a Bachelor of Profession (similar to a university bachelor)

The teacher training at university colleges is explicitly pedagogically oriented. Students can choose between several subjects and will graduate with two or three main subjects (here it is possible to choose music as one of them). The training is aimed at primary school (age 6 to 15), and is very focused on the pedagogical aspect in both aim and content. However, there are only 33 ECTS available to the subject of music, so while training in universities and music conservatoires is said to be limited in music pedagogical sense, the contrary is the case for teacher training in university colleges: musical content and level are not a great part of the education. Students of teacher training colleges will have a large amount of training in the general school system. The only entrance requirement is a Baccalaureade (gymnasium degree).

Danish University

Leading to a Candidatus Pædagogic. (equivalent to Master). A PhD is of Education, DPU) also available at this institution

The Royal Danish School of Educational Studies (Danmarks Lærerhøjskole, DLH) has been part of the Danish University of Education (DPU) since 2000. From 2007 the DPU is part of the University of Aarhus. Traditionally it has been the higher level of the pedagogical academies, and includes both continuing education and research. Characteristically for music training is that general and music‐specific didactics, as well as (music) psychological issues in relation to general music education are addressed. They are equal to music (performance) themes, and it is here that music education in Denmark is institutionalised both as theory and research area. Collaboration has started in 2003 between the Danish University of Education (Department of Curriculum Research/Music) and the Department of Musicology of the University of Copenhagen. The aim is to combine music modules from the musicological institution with music pedagogical and music psychological modules from the Danish University of Education. To be admitted a Bachelor of Profession (Teachers Training) is required or, alternatively, a Master from a Conservatoire integrated by supplementary modules.

Employability The majority of the University graduates will become teachers in the gymnasia, university, folk schools or otherwise involved in education. Normally graduates from the universities mainly do classroom teaching, but in some instances they can do the instrument teaching also. To become a teacher at the gymnasia the student will have to combine his/her Master with an additional professional postgraduate teacher training, which since 2009 has the duration of one year. This takes place in the universities, and includes a large amount of practical teaching experience.

In teachers training colleges the training is aimed at primary school (age 6 to 15). Also the training offered by the Danish University of Education is mainly aimed at

the general education sector

Continuing Professional Teacher training colleges offer in‐service training in the new combined institution Development (CPD) (CVU, centres of further education and training, born from the merger of more training institutions in larger units). Additional training is also available at the Danish University of Education. Some conservatoires offer vocational Master programmes as well as CPD courses in specific areas.

ESTONIA

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Estonian music schools (86 in total) form the primary level in the education of a professional musician. A total of approximately 9,500 children study on the primary level, which is 6.3% of the age group 7‐16 of approximately 150,000 children and a little less than 1,200 teachers teach in these schools. Music schools have different functions: social, general cultural, music educational and vocational educational functions (the last one from the point of view of training professional musicians). There are currently three secondary‐level music schools in Estonia: Tallinn Secondary Music School, H. Eller’s Tartu Music School and G. Ots’ Tallinn Music School. There are 470 secondary‐level students (in addition to the 471 on the primary level in these schools) and 364 teachers (filled positions: 235) of both the primary and secondary level. Passing the secondary level is necessary to enter training to become a professional musician, and obligatory for continuing the education in the Estonian Academy of Music (higher music education). The technical skills are developed and formed on this level.

There is one institution for ‘applied higher education’: Viljandi Cultural Academy (specialities: folk music, popular music, church music; approximately 70 students and 17 fulltime +13 part‐time lecturers).

Academic higher education is offered at the Estonian Academy of Music and Theatre (EAMT)– all classical music specialisations and jazz music (since 2004) can be studied on the Bachelor and Master level and, partly, on the Doctoral level. 586 students (together with the students of the Higher Theatre School), 154 + 99 lecturers (107.25 filled positions).

Comprehensive school music teacher training is organised also at 2 universities: School of Teacher Education at the University of Tartu (75 students, 13 + 14 lecturers) and Tallinn University (58 students, 13 + 15 lecturers). Higher musical education is of the same structure as the whole organisation of higher education in Estonia. There is a level of applied higher education (graduates take a diploma) and also academic higher education (graduates can take Bachelor’s, Master’s or Doctor’s degree) in Estonian higher musical education. The EAMT has university status. All the Estonian public universities have developed a new structure and all new curricula since 1999. They began to teach students according to the new curricula from academic year 2002/2003. The largest part of universities chose a 3+2 two cycle structure; the EAMT chose a 4+1 structure.

Professional music education is part of the general higher education system. The EAMT, the main Higher Education Institution in the field of music in Estonia, is an independent institution, which is listed in the Universities Act of Estonia among the six public universities and university‐type institutions. The graduates of the EAMT are awarded the academic degrees (BA, MA, PhD), like those of the big universities.

Since the Bologna Declaration in 1999 the three cycle system and the credit point system have been implemented.

Total number of Three on the intermediate level, four on the higher level: one music academy, one institutions applied higher educational institution, two music teacher training faculties in big universities.

Total number of music Ca. 470 on the intermediate level, ca 790 on the higher level; 70 on diploma level; 560 students on Bachelor level; 140 on Master level and 20 on Doctoral level.

Funding Most part (over 90%) of the funding of music institutions comes from the state through Ministry of Education, another part from private sources and foundations.

Curricula The curricula are not controlled by the state, but they are registered by the Ministry of Education.

2‐cycle system 1st cycle: 4 years

2nd cycle: 1 year

Qualifications 1st cycle: Bachelor of arts in Humanities, Bachelor of Arts in Education.

2nd cycle: Master of Arts in Arts, Master of Arts in Education

Entry requirements (2nd Bachelor Degree and successful audition. cycle)

% of students who Approximately 90% of all the graduates of the 1st cycle will enter the 2nd cycle. continue with 2nd cycle

3rd cycle In Estonia a 3rd cycle is offered by one institution, the Estonian Academy of Music and Theatre. The qualification is: Doctor of Philosophy (music or musicology) – performance, composition, musicology.

Credit point system Institutions make use of a credit point system, compatible with ECTS. 1 National credit point is equal to 1,5 ECTS.

Quality assurance Accreditation in the field of higher music education has existed since 1998, following the adoption of the Rules for the accreditation of the universities and their curricula (14.12.1998). The quality assurance process involves an accreditation process, which is necessary for all public state universities according to the University Law of Estonia. Accreditation of programmes is obligatory for all universities (both public and private). The requirements for the accreditation committee and rules are stated by the Ministry of Science and Education. For this reason, a special committee, the Estonian Higher Education Quality Assessment Council, was created in 1999 by the Ministry of Science and Education, which had as its task to create the evaluation process for accreditation for all Estonian universities.

The process makes use of a visitation by experienced peers, who do not receive any specific training for this purpose, and has to take place once in a period of seven years. The decisions made by the Higher Education Quality Assessment Council are public but the reports of the visiting experts which are presented only to the Quality Assurance Council, Ministry of Education and Science, and the university are confidential.

In case of a negative accreditation decision, a new opportunity is given after a period of time which is negotiated between the institution and the Ministry. If the institution fails to gain accreditation for the second time, the Ministry has the right to terminate the schools permission to teach. The process of quality assurance and accreditation is organized nationally both for the institution as a whole and for programmes. The standards used for accreditation are set by the Ministry of Education and Science, and by the accreditation committee. The entire text of standards is available from the Ministry upon request.

Employability Over 90% of graduates are working on their speciality.

Most of the students are educated for the professions related to practical musicianship (orchestral musician, solo and chamber music performer, composer). Many of the students take also the subjects that prepare them for the instrumental teacher’s

profession. There is a special curriculum for the elementary school and high school teachers, and the musicology curriculum. The latter prepares students for researchers, music editor’s and music history/teacher’s profession.

Academic year The academic year starts on the last Monday in August and ends at the middle of June. The academic year is divided into two semesters: autumn semester (ends in the middle of January) and spring semester.

OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in Estonia to be musically trained prior to entering higher education.

TYPES OF PRE‐COLLEGE EDUCATION

General Music School Estonia knows about 80 General Music Schools. They are funded by municipalities. General Music Schools provide music education outside of the general education system, and are, as a rule, open to students of all ages. In reality, most students are children and youngsters. Students are selected through entrance examinations.

General Music Schools use the national curriculum for music education. Most schools offer two types of courses: general music studies (aiming at amateurs), and pre‐professional music studies (preparing students for entrance examinations of higher music education institutions). Both curricula include not only instrumental/vocal training, but theory lessons and orchestra and ensemble playing as well.

Vocational training (Music Schools) Vocational training in music is provided at institutes that are called Music Schools too. These Music Schools provide music education at a very high level, including general education. Students can also go to other schools to receive their general education, and only take the music related classes at the Music School.

Estonia knows two Music Schools that cater for students from 15/16 years of age, and one school where students can already enter at primary level (6/7 years of age).

Music School graduates receive a professional diploma, which allows them to play in professional orchestras. However, the majority of the graduates continue their studies in higher music education.

Music Schools are independent from the Academies of Music, but they work together closely. From 2008, the final examinations of theory subjects at Music Schools will be regarded as part of the entrance exam to higher music education institutions.

Being educated at a Music School is free of charge.

Private Music School There are Private Music Schools that provide music education outside of the general education system. Some schools follow the national curriculum for music education.

Students need to pass an entrance examination to be able to study at Private Music Schools.

Music Gymnasium There is one Music Gymnasium in Estonia, which was established in 1961. It is a special Primary and Secondary school that provides music education at an advanced level together with general education. Its education is aimed at

preparing students for the entrance level of higher music education institutes. The Music Gymnasium is independent from the Estonian Academy of Music and Theatre (higher music education institution), but is closely linked to it. For instance, teachers from the Academy teach at the Music Gymnasium as well.

Students do not have to pay any tuition fees; their education is for free.

Preparatory course The Estonian Academy of Music and Theatre in Tallinn has a two‐year Preparatory Course only for singers. It prepares students for the entrance examinations of the Academy.

Private tuition There are professionally qualified teachers that provide instrumental and vocal tuition, outside of any institutes or general education systems. Private tuition is considered to be quite expensive and is therefore not very common.

ADDITIONAL INFORMATION

The Estonian government decided that in 2013 all teachers should have a higher music education diploma to be allowed to teach.

STUDENTS ENTERING HIGHER MUSIC Most students come from vocational training institutes. A smaller group of EDUCATION students comes from the Music Gymnasium.

SPECIAL FACILITIES FOR TALENTED Estonia has many competitions on regional, national and international level. STUDENTS AT PRE‐COLLEGE LEVEL There are also many youth orchestras at local or regional level.

OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

The Estonian Academy of Music and Theatre is the only higher music education institution in Estonia that offers both instrumental/vocal music teacher training as well as training for music teaching in general education. The School of Teacher Education at the University of Tartu and Tallinn University offer training for future music teachers in general education.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions The Estonian Academy of Music and Theatre.

Structure Pedagogical training is part of the performance Bachelor and Master programmes, which takes four years (Bachelor) and one to two years (Master). Within the Bachelor of Music Performance, students could choose ‘Didactics of instrument/voice performance’ as an elective module, as well as ‘pedagogical practice’.

There is a specific Bachelor programme focusing on instrumental/vocal pedagogy as well. The aim of the programme is to develop the student's musical thinking skills, main instrument technique and pedagogical abilities, preparing for a perspective carrier as an instrumental teacher.

A Master in ‘Interpretation Pedagogics’ combines main instrument lessons with pedagogical practice, and includes writing a thesis. It is also possible to take a performance Master programme, and choose pedagogical subjects as electives.

Curriculum The electives in the Bachelor of Music Performance include ‘didactics of instrument/voice performance’, and ‘pedagogical practice’. The Bachelor that is geared at instrumental/vocal pedagogy includes main subject lessons, various educational and pedagogical subjects, music history, conducting, score reading, teaching practice etc. There are several elective subjects as well, such as ‘church music’.

Employability Graduates need a teaching qualification to be able to work as instrumental/vocal music teachers.

Continuing Professional No information available. Development (CPD)

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions The Estonian Academy of Music and Theatre, the School of Teacher Education at the University of Tartu and Tallinn University. The last two institutions only offer teacher training programmes for pre‐school, primary and basic school music teachers, while graduates of the Estonian Academy are allowed to teach in upper secondary schools as well.

Structure The Music Education Institute of the Estonian Academy of Music and Theatre offers training for music teachers in general education at three levels: a four year Bachelor music education study programme; a one‐year Master music education study programme; and a Doctoral music pedagogy study programme.

Curriculum At the Estonian Academy, the Bachelor and Master programme offer courses within four strands: Educational Science, Music Performance, Music Theory and History, and Social Sciences and Humanities.

Employability The Bachelor programme leads to the degree of Bachelor of Arts in Education or Bachelor of Educational Science. The Masters programme leads to a Master of Arts in Education or Master of Educational Sciences, and the third cycle leads to a PhD.

Graduates of the Bachelor programme can work as conductors of amateur choirs, leaders of music hobby groups or continue studies in the Master’s programme. Graduates of the Master’s degree programme can become music teachers at Estonian upper secondary schools and basic schools, and the leaders of amateur choirs, school bands and musical hobby groups. There is the opportunity to continue studies in the Estonian Academy’s music pedagogy Doctorate programme or in the field of educational sciences at universities. Bachelor and Master graduates may find employment in primary and secondary schools. The aim of the doctorate program in Music pedagogy at the Estonian Academy is to produce the next generation of scholars in the field and to train future music higher educational institution lecturers.

Continuing Professional The Estonian Academy has a Continuing Education Centre. In cooperation with Development (CPD) the Music Education Institute and other academic units, it is responsible for the opportunities for students to develop in their desired direction after they graduate from the academy.

FINLAND

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM In Finland, professional music training is organised in two educational levels:

1. In vocational education (conservatoires)

2. In higher education in two sectors: university and polytechnics.

The vocational study programmes take three years to complete. They are designed for high school graduates and lead to basic vocational qualifications. All three years study programmes provide eligibility for institutions of higher education. There are 14 conservatoires in Finland that offer vocational training in music.

The Finnish higher education system consists of two parallel sectors: universities and polytechnics. The basic mission of universities is to carry out research and provide education based on it. The polytechnics are more practically oriented, training professionals for expert and development posts. The higher education system in Finland is developed as a whole comprising the two sectors in which universities and polytechnics complement each other. The system of higher education degrees will be developed to correspond to the needs of working life and also with regard to the international developments of degree structures.

In the field of music, the professional music training in higher education is organised in both polytechnics and in the universities. There is only one music university, Sibelius Academy, but two other multi‐faculty universities offer music education training in their faculties. The total number of polytechnics giving music training is ten.

In Finland, the higher education sector supports the developments related to the Bologna Declaration. In higher education sector it has been understood that the developments and reform will have to be done in comprehensive way considering the changes in structures and renewing the dimensioning. A common strategy for internationalisation within the higher education sector has been developed cooperatively. Despite the general understanding, a solution has not yet been found regarding the status of the polytechnics degree compared to the first and second cycle division, although strong efforts are being made.

In Finland the Ministry of Education has set up a national schedule for the Bologna Process developments. The new structure has been in use in the beginning of the academic year of 2005.

In the field of professional music training the discussions deal naturally also with the developments of Bologna Declaration. There is a need to clarify the tasks of the education. Decisions have to be made in order to be able to clarify the educational responsibilities in the higher education level. The educational specialisation will also have to be clarified and developed. It is necessary to remove the overlapping educational supply. Furthermore the status of the degrees given by the polytechnics will have to be affirmed.

Total number of One University (+ two multi‐faculty universities in Oulu and Jyväskylä offering institutions education in music education), ten Polytechnics, ten Conservatoires (vocational, post comprehensive education).

Total number of music • Sibelius Academy: 1300 + students • Polytechnics: 1430 +

• Conservatoires: 730 +

Funding All Finnish universities are funded by the state, with the government providing some 65% of their funding. (In music, the government provides about 95% of the funding). Each university and the Ministry of Education conclude a three‐year agreement on target outcome to determine the operational principles.

Finnish polytechnics, which are either municipal or private, are co‐financed by the government and the local authorities. The Ministry of Education and each polytechnic conclude a three‐year agreement on target outcome to determine the objectives, intakes, and project and performance‐based funding.

Vocational education and training is co‐financed by the government and the local authorities.

Curricula The underlying principle in university education is the freedom of research and university autonomy, which gives them extensive latitude for independent decisions. The most important legislation governing the universities are the Universities Act and Decree, the Decree on the Higher Education Degree System and field‐specific Decrees, which lay down, among other things, the responsibility for education in a given discipline, degree titles, and the structure, extent, objectives and content of education.

The universities design the curricula themselves. In polytechnics the ministry‐ polytechnic agreements define the common objectives, the mutually agreed mission statement, educational provision and various other development objectives, such as targets for teaching, international activities, etc. together with the necessary resources.

The degree programmes are designed and organised by the institutions and are oriented towards some field of working life requiring professional expertise and development. The Ministry of Education confirms each degree programme, but the institutions themselves design the curricula.

The Government decides on the general national objectives of general higher education and on the allocation of the time to be used for instruction in different subjects and subject groups and for student counselling (‘time allocation’). The National Board of Education decides on the objectives and core contents of the different subjects, subject groups, thematic subject modules and student counselling (national core curriculum).

2‐cycle system The Sibelius Academy is the only university‐level music institute in Finland. Its degree programmes cover the entire field of music, aiming at the degrees of Candidate of Music (120 credits) or Master of Music (180 credits). A Polytechnic qualification demands 180 credits (lasting about 4.5 years).

The Polytechnics offer at the moment only a first cycle. Some of the polytechnics also offer (under a ‘post‐graduate’ title) professional specialisation studies, which have the future potential to be integrated into second cycle studies. The comparability of the study cycles at the polytechnics and those at the Sibelius Academy has not yet been defined.

At Sibelius Academy: 1st cycle: 3 years

2nd cycle: 2,5 years

At Polytechnics:

1st cycle: 4,5 years

Qualifications Sibelius Academy: Bachelor of Music, BMus; Master of Music, MMus

Polytechnics: Bachelor

Entry requirements (2nd No entry requirements for the Sibelius Academy students. When entering to the cycle) Sibelius Academy, all students are directly accepted to study towards Master’s degree. Those students coming from the polytechnics or outside Sibelius Academy will have to take part in the entrance examinations, which are given yearly. There are separate entry‐requirements for the post‐graduate studies (the comparability to the second cycle is not defined) in polytechnics.

% of students who In theory, at the Sibelius Academy, 100% (not including so‐called ‘dropouts’). continue with 2nd cycle In the polytechnics about 5‐10% of the students continue in postgraduate courses (the comparability to the second cycle is not defined). In the future the number will increase if the complete second cycle will be offered also at the polytechnics. At the moment, the separate second cycle degree programme is only offered at the Sibelius Academy in the field of Arts Management and Performing Arts. 3rd cycle There is a third cycle in music training: Doctor of Music, DMus. In Finland the Ministry of Education strongly recommends that universities should emphasize its activities into the so‐called third cycle (doctoral studies). As being an only music university in Finland, Sibelius Academy has also contributed greatly in developing the doctoral studies in the field of music.

Only at the Sibelius Academy:

• Licenciate of Music, MLic, 100 credits

• Doctor of Music, DMus, 160 credits

Areas of specialisation:

• Applied Study Programme

• Artistic Programme

• Research Programme

Credit point system Institutions make use of a credit point system, compatible with ECTS.

Quality assurance There is currently no external quality assurance system in use in Finland. Quality assurance systems for higher music education are developed by the universities themselves. These systems are audited by the Finnish Higher Education Evaluation Council (FINHEEC). This auditing process is ongoing and all Finnish universities will be audited by 2011, since audits are required every six years (since 2005).

The quality assurance system has to be accepted by FINHEEC. If not, the quality assurance system has to be audited again within two years. The whole process is based

on collaboration between the Finnish Higher Education Evaluation Council and the higher education institutions. The evaluation is carried out for the university as a whole and the standards vary from one university to another according to the discipline(s). Self‐evaluations in different forms are very common in universities. An auditing committee, often a committee comprised of international experts, conducts the external evaluations, the results of which are public. FINHEEC trains its own audit experts for every audit case, and universities also train their own experts.

Employability In general the Master’s degree is the qualification that is nationally considered as the accomplishment of university education. However, in relation to, for example, the status of the teachers’ qualifications, the Bachelor Degree is mentioned as well. In the field of music the person holding Bachelor’s degree or equivalent (polytechnic degree) is able to work as qualified teacher in music institutions (children from 0‐19 yrs). To be able to work in conservatoires (post comprehensive education) or in polytechnics, the required qualification is Master’s degree including pedagogical studies.

Academic year Academic year: August to July. Tuition: September to May.

OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in Finland to be musically trained prior to entering higher education.

TYPES OF PRE‐COLLEGE EDUCATION

Music PlaySchool Music Playschools provide education for children under school age. There are (Musiikkileikkikoulu) 25.000 children involved. Music Playschools can be part of a Music School, but are also run by parishes, civic colleges and peoples’ institutes. Attending Music Playschool does not automatically guarantee entry to a Music School. Approximately 39% of those applying for Music Schools are admitted.

Music School (Musiikkiopisto) Music Schools offer goal‐oriented studies with examinations at various levels to measure progress. Music Schools offer two different curricula: a General Curriculum and an Extended Curriculum, both starting at around the age of seven and usually completed by the age of fifteen. The General Curriculum studies can be entered by all students without auditions (in some exceptional cases, schools may use entrance examinations); it focuses on amateur training.

The Extended Curriculum studies focus on talented students, so auditions are being used to select students. The Extended Curriculum is again divided into two levels: the Basic Level and the Institute Level. Completion of a level earns a student a certificate. The Basic Level should be finished around the age of fifteen. Graduates can audition to try to enter the Institute Level, which lasts about three years and focuses on preparing students for the entrance examinations of higher music education. After completing the Basic Level, students could also choose to audition for Secondary Level Professional Training, as provided by Conservatoires.

The emergence and development of Music Schools has been enabled by the financial contributions of local authorities and the Government. Of the funding of Music Schools belonging to the Association of Finnish Music Schools, government contributions cover 44%, local authority contributions 38%, and student fees 18%.

Conservatoire (Konservatorio) Finland has fourteen conservatoires. They are institutes that include Music Schools and provide Secondary Level Professional Training as well. Music Schools within Conservatoires provide exactly the same type of training as other Music Schools, as they fall under the same music school law (Act on Basic Arts Education).

Secondary Level Professional Training is a type of vocational training meant for talented students from 15 years of age, which prepares them for the entrance examinations of higher music education. Students need to audition to enter Secondary Level Professional Training. It takes place outside of the general education system, but Conservatoires do work together with gymnasia were students can take their regular education. After graduation, students are able to study any subject in higher education, not only music.

Junior Academy (Nuoriso‐osasto) The Sibelius Academy is the only higher music education institution in Finland that has a Junior Academy. It caters for about 100 talented young students. These students come from all around Finland, and their teaching thus takes mainly place at weekends. This means they go to comprehensive schools or gymnasiums at their hometown.

Private Music School (Yksityinen There are more than 40 Private Music Schools that do not belong to any musiikkikoulu) association; they have an estimated total of 6.000 students. Private Music Schools have qualified teachers and are mainly hobby orientated. They do not receive state funding.

Peoples’ institutes (Kansalais‐ Peoples’ institutes provide all kinds of hobby courses, like in art and languages. /työväen opistot) They also give music lessons to around 60,000 people and therefore form an important part of the Finnish music life. Peoples’ institutes are different from Music Schools because they offer tuition to students of all stages, children as well as adults, and focus on amateur training. They receive state funding.

Private tuition Qualified teachers provide instrumental and vocal tuition, outside of any institutes or general education systems. Private tuition is not very popular in Finland.

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Most students come from Music Schools. Many students come from EDUCATION Conservatoires (Secondary Level Professional Training). Some students come from the Junior Academy, private lessons or private music schools.

SPECIAL FACILITIES FOR TALENTED There are many special facilities for talented students, such as youth orchestras, STUDENTS AT PRE‐COLLEGE LEVEL competitions, festivals and funds.

OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

The structure of the Finnish Teacher Training System is in process and there are still challenges with developing the system according to the Bologna Declaration.

The teacher training system in Finland consists of 3 types of education:

• Music Teacher (general education music teacher), available at Sibelius Academy and University of Oulu and Jyväskylä. Music teachers work in kindergarten, primary and secondary level educational institutions (schools) as part of the national general educational systems.

• Music Pedagogues (instrumental/vocal teacher), available at Metropolia University of Applied Sciences among others. Music pedagogues are active in music schools, private teaching practices, conservatoires and higher music education institutions.

• Music Performer (instrumental/vocal teacher), available at the Sibelius Academy. Music performers can teach in conservatoires and the Sibelius Academy; but also in music schools if they choose pedagogy as an additional subject in their education.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental/vocal music teachers receive their education at various higher music education institutions, including Sibelius Academy and Metropolia University of Applied Sciences.

Structure and Curriculum The education consists of 2 cycles:

1st cycle: Bachelor (4.5 years)

2nd cycle: Master (2,5 years) – provided for classical as well as pop and jazz music.

The teacher training starts at the first or second year depending on the choice the student has made. The students are taught in basic musical studies and also receive training in their main instrument. The pedagogic field includes practical lessons, where the student has teaches a pupil one‐to‐one with an instructor as supervisor.

The level of this education may vary from the big cities to the countryside. The teaching language is Finnish and Swedish, but it is the aim to have classes in English in the future.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

General teacher training is accessible at The Sibelius Academy, the University of Oulu and the University of Jyväskylä and lasts 5,5 years. The content consists of a broad music experience, with training in pedagogy and how to teach children and young people. The students can choose a main instrument and will be taught in voice and keyboard harmony as a part of their teaching tools.

The education gives the students skills to teach in kindergartens, elementary school and high school and it can be combined with other subjects after finishing the 5,5 years of music training. In that case, it will be possible to get credit transfer and the education will be shorter.

The Music Teacher education aims to give the students qualifications to become a teacher in Finland. Classes are primarily conducted in Finnish, but are also provided in Swedish at the Sibelius Academy.

FRANCE

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Note: The implementation of Bologna system in France began rather late and is not completed yet. Although the implementation of the Bologna system is a work‐in‐progress, the situation is improving rather quickly. This document has done its best to reflect these changes.

Higher education relative to music in France is provided via two ministries, the National Ministry of Education and the Ministry of Culture and Communication.

Under the aegis of the National Education Ministry, 27 universities provide three‐cycle training linked to theoretical knowledge of music which in turn leads to careers primarily in research and musicology and general music teaching (junior high schools, high schools, and universities). In addition, courses are provided in music management, choral conducting, sound design, and cultural mediation. Students may enter university upon completion of the high school baccalaureate. Degrees range from the 2‐year DEUG to the Doctorate, and include the licence (‘Bachelor’ – 3 years university) and maîtrise (one year after the Bachelor’s). It is important to note that the Education Ministry is undertaking wide‐ranging reforms to align itself with Bologna, and in the near future the 3‐5‐8 system will replace this system. It is possible to study musicology both within the Ministry of Education and at the Paris Conservatoire (Ministry of Culture).

The Ministry of Culture and Communication oversees the two national Conservatoires, the CEFEDEM (training centres for music and dance teachers in municipal and regional conservatoires), and the CFMI (training centres for kindergarten and primary school music teachers). It is important to note that the CFMI are under the double tutelage of the Ministries of Education and Culture, and require two years university, as well as the high school baccalaureate to be eligible. Admittance in all cases is based on successfully passing a competitive entrance examination. Teaching is organised at three levels, according to the Ministry of Labour; level one is the highest level training. These three systems are defined at the following levels:

• 2 national conservatoires, which deliver diplomas from levels 3 to 1;

• 11 CEFEDEM, which deliver diplomas at level 3;

• 9 CFMI, which deliver diplomas at level 3;

• Regional conservatoires and pôles d’enseignement supérieur, which train students to be performers.

These institutions all propose professional diplomas which prepare students for the following professions:

• Performer (soloist, chamber musician, orchestral musician);

• Composer, Conductor, Sound Engineer;

• Music professors leading groups in nursery or primary schools;

• Music professors providing individual or group lessons in music schools;

• Regional conservatoires or the national conservatoires (music professor in CNSMD).

Given the specificities of the French system, the cycles indicated above within the Culture Ministry do not have an exact equivalency within the system of university higher education but provide an indication as to the internal hierarchy of these diplomas.

The Ministry also oversees the 36 regional conservatoires (CRR and CRD) and 105 national schools of music and dance 70

(ENMD); although for the time being it has not identified professional training provided in these institutions. The system is in transition, and at present discussions are under way to determine levels of equivalence relative to the ‘3‐ 5‐8’ and to the levels of teaching dispensed in the 33 French regional conservatoires. The European Commission has declared the regional conservatoires and CEFEDEM eligible for European Erasmus/Socrates exchanges, but the exact level of these diplomas (as well as those delivered by the national conservatoires) has not yet been determined by the Ministry of Culture.

As two of the aims of the reform coming in acts since 2008 in France, the creation of poles supérieurs and centres d'études supérieures have been implemented. These two types of institutions ensure that the certification from the Diplôme national supérieur professionnel de musicien (DNSPM). which is comparable to a Bachelor degree in performance, like the two national conservatoires do.

Total number of 2 Conservatoire National Supérieur de Musique et de Danse (CNSMD), one in Paris and institutions one in Lyon. These are recognised as higher education institutions.

11 Centres de formation des enseignants de la danse et de la musique (Cefedem/Defedem). These institutions are training centres for music and dance teachers in municipal and regional conservatoires.

9 Centres de formation des musiciens intervenants (CFMI), which are training centres for kindergarten and primary school music teachers.

Total number of music 7.000 + (in total, in all institutions) students

Funding Conservatoire National Supérieur de Musique et de Danse (CNSMD) are funded by the State.

CEFEDEM are funded by the state (75%), and by the region (25%).

CFMI are funded by the Ministry of Culture (65‐70%), by the Ministry of Education (30‐ 35%). This breaks down to roughly 90‐95% state funding and 5‐10% regional funding.

Regional music conservatoires are supported by regional and city funding.

Curricula Curricula for professional music training are controlled by the State.

2‐cycle system At the time of this writing, institutions use a two cycle system, of which the first cycle is constructed as follows:

• CNSMD: National Conservatoires Paris: 3 to 4 years Lyon: 4 years • CEFEDEM: The teaching certificate Diplôme d’Etudes requires 2 years; • CFMI: The DUMI diploma requires 2 years;

The 2nd cycle is constructed as follows: • CNSMD Paris: 1 to 2 years Lyon: 2 years

(In both Paris and Lyon, the pedagogy course leading to the Certificat d’Aptitude lasts 2 years.)

Regional conservatoires and Pôles d’enseignement supérieur also operate on the two cycle system.

Note: CEFEDEM (or "ex‐ CEFEDEM " as in Poitiers, Dijon and Lille) offer both performance and teacher training curricula, some are working together with a Pole supérieur, some are "standing alone" and just offer teacher training.

• Some Pôle supérieurs include the pedagogical training; others not yet, or in collaboration with a Cefedem;

• Some Pôle superieurs offer Master progammes together with a university;

• Some universities offer performance programs together with a CRR, outside of any accreditation from the Ministère de la culture.

Qualifications Paris CNSMD: Diplôme de formation supérieur (DFS), undergraduate diploma;

Lyon CNSMD: Diplôme national supérieur d’études musicales (DNSEM), undergraduate diploma;

CFMI: Diplôme universitaire de musicien intervenant (DUMI);

CEFEDEM: Diplôme d’Etat (DEM), State diploma;

Pole d’enseignement supérieur: (DNSPM). This new diploma has been created in 2007.

Titles of second cycle qualifications:

CNSMD: the qualification for the graduate course in pedagogy is entitled the Certificat d’aptitude (CA). Holders may teach individual and collective instrumental courses within music schools. Separate titles are allocated for different specialisations, as demonstrated below.

At the Paris CNSMD:

• Pedagogy: Certificate of Aptitude;

• Musicology and analysis courses: prix or prizes in Musicology, Research in aesthetics and Analysis;

• Classical and contemporary instrumental disciplines: No diploma is awarded at the end of the graduate course. The system is under review and a diploma will be awarded within two years.

At the Lyon CNSMD:

• Pedagogy: Certificate of Aptitude;

• Classical and contemporary instrumental disciplines: Certificat de

Perfectionnement instrumental (CPI), Certificate in advanced instrumental studies.

Specialisations In the CNSM: The DFS degree offers a specialisation in:

• Sound engineering students: sound engineer and or artistic director for musical recordings with or without visuals; soundtrack conception and/or execution; musical or artistic adviser; sound design; mixing for image‐based production;

• Vocal coaching students: vocal coaches, choral conductors, lyric conductors, musical and vocal advisors for lyric theatres;

• Vocal students: to train ‘complete’ artists able to participate in different professional areas: opera, recital, chorus, vocal ensembles, pedagogy;

• Musicology and analysis students: research, programme development, teaching;

• Instrumental performance students: in the fields of early music, contemporary and classical instrumental disciplines and jazz, leading to the professions of soloist, chamber and orchestral musician, and accompanist;

• Composition: composers, arrangers, orchestrators;

• Conducting: conductors.

In the CEFEDEM: DE or Diplôme d’Etat is a qualification enabling graduates to teach individual and collective instrumental courses in music schools. (Note: The DE is considered to be at a lower level than the CA (Certificat d’Aptitude) delivered through a post‐graduate course in the national conservatoires).

In the CFMI: DUMI graduates are in charge of running collective music courses in kindergartens or primary schools.

Entry requirements At the National Conservatoires:

• For the graduate course: Students holding a first‐cycle diploma (DFS or DNS) and having successfully passed the admission tests;

• For the Certificat d’Aptitude teaching certificate (to teach in music schools): DFS, DNESM graduates having successfully passed the admission tests.

At the CEFEDEM, entrance requirements include the baccalaureate and successful completion of a competitive examination.

At the CFMI, the entrance requirements include the baccalaureate and two years university, as well successful completion of a competitive examination).

% of students who Paris: Approximately 15 % of students enter the second cycle after completion of the continue with 2nd cycle first cycle;

Lyon: Approximately 20% of students enter the second cycle after completion of the

first cycle.

3rd cycle Students can only pursue the third cycle at a CNSMD.

Paris: A Doctoral programme exists (as a joint programme with several other institutions of higher education) for research in musicology;

Lyon: no 3rd cycle degree course.

Quality assurance Conservatoire National Supérieur de Musique et de Danse

An external commission validates the certification of the national conservatoire diplomas. The diploma attributed granted by the Conservatoire is inscribed in the national registry of professional certifications, and approval (validation) is made relative to university level diplomas (in France, either level II, which signifies those employed in positions requiring training at a level comparable to that of a bachelors or maîtrise and/or level I, which means those employed in positions requiring training at levels above the maîtrise). The process makes use of a self‐evaluation report which is sent to a commission of outside experts. The outside experts do not receive any special training. The CNCP, or Commission Nationale de la Certification Professionnelle (National Commission for Professional Certification), is responsible for the organization of the quality assurance process. The Commission is linked to the Ministry of Employment and Work. The process is voluntary and public and takes place every three years. The institution is evaluated as a whole. The quality assurance process is not related to government funding or accreditation. The quality assurance standards relate to the professions in which the national conservatoires prepare students and provide the knowledge and skills needed to exercise these professions. Standards are used to evaluate how the various aspects of the diploma correspond to knowledge and skills and how they are validated, in other words the ways in which the national conservatoires evaluate the competencies of student knowledge and skills in a particular discipline. Finally, the conservatoire must prove, in practical terms, that those who have been awarded diplomas are in fact exercising this knowledge and these skills within the music profession through a survey which involves contacting all those having completed their studies within the last 3 years.

On an administrative level, approximately every ten years, the Cour des Comptes (the French national Audit Office) verifies the good usage of public funds in a two‐fold manner:

• The Office does an audit of accounts (to determine that spending of public funds is in conformity with the law). This is a juridical process and concerns the institution’s chief accountant;

• The Audit Office evaluates the institution’s administrative management ‐ how and for what public funds have been used, and with what results. The Office makes observations which are included in a preliminary report to which the institution responds. The final observations made by the Audit Office are, depending on the situation, provided to the institution via a letter of observation, to the Ministry via a ruling of the Audit Office’s First President, or to the public at large via a public report. In no way is a report from the National Audit Office considered to be a certification or a

guarantee of quality assurance.

Employability CNSMD

• Graduates should be able to integrate the profession as soloists, chamber musicians, orchestral musicians, performers in professional troupes (opera, dance), composers, conductors (both orchestral and Gregorian choir), as well as professions relating to sound engineering. It is true however that in many instances auditions and/or notoriety (or even success in international competitions) take precedence over diplomas (orchestras, dance companies, opera troupes etc.);

• CA graduates should be able to teach in the 32 regional conservatoires or state‐recognised music schools.

CEFEDEM • DE graduates should be able to teach in state‐recognised music schools.

CFMI • DUMI graduates should be able to teach in kindergarten and primary schools.

Academic year From September to June.

OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Music education in France is divided in three levels.

TYPES OF PRE‐COLLEGE EDUCATION

(1) Higher music education In France, there are two institutions that provide higher music education: institutions (Conservatoires Nationaux Supérieurs) Conservatoire national supérieur de musique et de danse de Paris Conservatoire national supérieur de musique et de danse de Lyon

These conservatoires are subsidised by the state. Students who have taken pedagogy classes receive a Certificat d’aptitude, which allows them to teach in higher music education institutions.

(2) Conservatoires Nationaux de There are about 36 CRRs that are mainly subsidised by the municipalities. Régions (CRR) CRRs are not institutions of higher education. They accept students from all ages and stages. Students have to take an entrance test or examination, depending on their level. Theory subjects are obligatory. There is a lack of orchestral ‐ and ensemble training; often there are not enough students playing the required instruments to establish orchestras or ensembles.

The CRRs provide amateur training as well as preparation for professional music training. The level of teaching offered is high, and graduates may reach a professional level at the CRR itself (but no Bachelor or Master diploma).

Pedagogy training for graduates of CRRs and ENMs (see below) is provided through the Centre Formation Diplôme de musique et danse (CEFEDEM). The CEFEDEM is controlled by the state. After a full‐time two year course, students receive a Diplome d’Etat, which allows them to teach at every level, except for higher education. The CEFEDEM does not only provide diplomas for the classical music field, but also for, for instance, jazz and folk music.

(2) École national de musique France knows about 100 ENMs. Their status is comparable to that of the CRRs. (ENM)

(3) Music school There are many types of music schools; they are locally funded. Some schools are open to students of all ages and stages; others have narrowed their scope to, for example, children or adults.

Theory subjects are obliged. Because schools often do not offer tuition in all instruments (or do not have students applying to study certain instruments), it is difficult to establish orchestras or ensembles.

(3) Private music schools There are many private music schools. They do not only provide classical music training; there are schools specialised in pop and jazz, and schools specialised in a certain teaching method (e.g. Suzuki).

(3) Private tuition Qualified teachers give private music lessons, outside of the general education system, and outside of any institutes.

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Most students come from CRRs and ENMs. EDUCATION CRRs and ENMs (officially no higher education institutions) have many students who started within their institution, or students from other institutions.

SPECIAL FACILITIES FOR TALENTED There is a national youth orchestra. There are many competitions and festivals STUDENTS AT PRE‐COLLEGE LEVEL for talented students.

OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

The music teacher training system in France, as well as the entire music education system, is currently under reform due to the introduction of the provisions of the Bologna Declaration.

Teacher training for music schools and conservatoires within the national scheme takes place in the eleven Centres de formation des enseignants de musique (CEFEDEM) and in the two Conservatoires nationaux supérieurs de musique et de danse (CNSMD) in Paris and Lyon.

Note: It should be clarified that the term Conservatoire in France is a generic term which is equally given to music schools that take young children, as well as students on a pre‐professional course. It is a term given to the two conservatoires nationaux supérieurs de musique et de danse in Paris and in Lyon which offer performance and teaching courses at a higher education level leading to professional qualification. The term Collège in France refers to secondary education for the 11 to 15 age group.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental and vocal teacher training occurs at:

• 11 Cefedem/Defedem (Centre de formation des enseignants de la musique); • 2 Conservatoires Nationaux Supérieurs de Musique (Paris and Lyon); • Regional conservatoires and pôles d’enseignement supérieur.

Bordeaux Aquitaine / Centre de formation des enseignants de musique d'Aquitaine Dijon Bourgogne / Pôle d'enseignement supérieur de la musique en Bourgogne Rouen Haute‐Normandie / Centre de formation des enseignants de musique Rueil‐Malmaison Ile‐de‐France / Centre de formation des enseignants de musique Metz Lorraine / Centre de formation des enseignants de musique Toulouse Midi‐Pyrénées / Centre de formation des enseignants de musique Lille Nord Pas‐de‐Calais / Département de formation des enseignants de musique Nantes Bretagne, Pays‐de‐la‐Loire / Centre de formation des enseignants de musique Poitiers Poitou‐Charentes / Centre d'études supérieures musique et danse Aubagne Provence Alpes Côte‐d Azur / Centre de formation des enseignants de musique Lyon Rhône‐Alpes / Centre de formation des enseignants de musique

These institutions are soon to be considered EPCC (Etablissement Public de Coopération Culturelle), however the CNSM of Paris and Lyon keep their specific

status (public administration, directly in connection with Culture Ministry). All of these institutions are obligated to work with university, in order to obtain authorization from Ministry to become higher music education structure.

Structure The structure of instrumental and vocal teacher training until the time of this writing is the diploma in the Cefedem = DE (Diplôme d'Etat).

In light of the pending changes, the Pôles d'enseignement supérieur now also offer three diplomas, which are often in connection to the DE.

• DNSPM (Diplôme National Supérieur Professionnel de Musicien), which is a performer diploma from the Ministry ;

• Bachelor (from University);

• DE (Diplôme d'Etat).

The two CNSM institutions also offer a training to obtain the CA (Certificat d'Aptitude). This is a music teacher diploma which gives the recipient the opportunity to teach in conservatoires and higher music education. It is also possible to pass an exam organized by Ministry to obtain this diploma.

It normally takes a student:

• 2 years to obtain a DE;

• 3 years to obtain a Bachelor;

• 2 years to obtain a CA (possible to spread over time –between 2 and 5 years).

In order to be admitted to a DE course of study a student must hold a Baccalauréat and DNOP (Diplôme National d'Orientation Professionnelle), which is a new diploma at a national level (organized only in two regions until now – Poitou Charente and Nord Pas de Calais) or DEM (Diplôme d'Etudes Musicales), which is delivered by conservatoires (but not at a national level).

Curriculum The curriculum of instrumental and vocal teacher training includes music training, educational training‐teaching practice, music knowledge, educational knowledge (around 1000h)

In the CNSM (for CA), curriculum includes music training, didactic, educational knowledge, teaching practice, general knowledge (around 1000h)

Employability After graduation reciepients of the DE recieve the title Diplôme d’Etat de professeur de musique. The recipients of the CA receive the title Certficat d’Aptitude de professeur de musique.

In regard to job opportunities, a DE is better to work in a music school, and a CA to work in conservatoires. These two diplomas are necessary to apply for a permanent job in the local authorities.

Continuing Professional Regrettably, there are not many possibilities for Continuing Professional

Development (CPD) Development in France. CPD for music teachers is offered by some Associations Départementales or Régionales de Développement de la Musique, some Centres d'enseignement supérieur ; Cefedem and CNFPT the Centre National de la Fonction Publique Territoriale.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Music teacher training in France for primary and secondary school teachers is divided by the level at which the teacher will work. For example:

• Music teachers in primary schools = CFMI Centre de Formation des Musiciens Intervenants (nine institutions in total);

• Music teachers in secondary school = Musicology University (around 25 institutions in total).

These music teaching trainings take place at universities (as CFMI are also connected with the University; see ‘Instrumental and Vocal Teacher Training’).

Structure Music teachers in primary schools

The CFMIs have existed in France since 1984. There are nine CFMI in the country. In these centres, instrumentalists and singers study for two or three years to acquire the DUMI (Diplôme d'Université de Musicien Intervenant). The DUMI (Diplôme Universitaire de Musicien Intervenant) is a university title. The student must pass a certain number of exams in order to obtain it. There are both intermediate and final examinations. Music teachers at the primary level (CFMI) receive a DUMI after two years of study (1500h). With this title, one can work as a musicien intervenant at kindergarten and, at primary school, as an important member of the school team.

Here below the admission requirements for the two year course:

• General studies: university entrance qualification plus two years of study at university in any field or two year’s work or training in a pedagogical or musical field;

• Musical praxis: sound instrumental training.

The application includes a curriculum vitae and letter of application. Musical skills tests and knowledge tests can only be made after an invitation from the commission.

Music teachers in secondary school

Music teachers in secondary school receive a different training. During 2008, as stipulated by the law for “priorities and curriculum in the future of school”, the Institutes Universitaires de Formation des Maîtres (IUFMs) became ‘schools within universities’. The State defines specifications for professional teacher training within a national framework. The IUFMs meet a dual requirement: they reassert the place of teacher training courses within higher education and they define teacher training courses as alternate programmes of taught and work experience components. So the IUFMs, in line with government guidelines on education, are

responsible for initial teacher training. They also implement in‐service training programmes and take part in research on education. The IUFMs provide prospective teachers with appropriate training, supporting them to become successful candidates for the recruitment exams and to fulfil their role as education professionals.

The Conférence des Directeurs d’IUFM (CDIUFM) is a committee that brings together the directors of the 31 post‐graduate teacher training institutes in France. The CDIUFM is a place for dialogue and consistency; it ensures the representation of the IUFMs in relation to their national and international institutional partners.

At the end of their training, music teachers are awarded the CAPES (Certificat d'Aptitude de l'Enseignement Secondaire1). This certificate was introduced at the IUFM (Institut Universitaire de Formation des Maîtres2) in 1991. In order to be admitted to the programme, candidates must have a university entrance qualification (baccalauréat) and they must have completed three years of study at university after the school leaving certificate.

Admission exams for CAPES: They are held nationwide and are organised in two phases: a written and an oral exam. The written exam consists of a test in music theory (notation and music dictation, commentary to extracts of three pieces of music, harmonics) and a second exam in which the candidate has to present a written paper on an interdisciplinary topic. In the oral exam, candidates have to work out and perform an instrumental arrangement, conduct a choir and also pass an education exam.

Admission exams for Agrégation: In the written exam the candidate has to hand in a paper on one of the topics published in the official journal. This is followed by an exam in music theory and the harmonisation of a tune. The oral exam consists of a teaching session in front of the examination board, conducting a choir, commenting on a piece of music and auditioning on the instrument.

Both the CAPES and the Agrégation take two years to complete.

Curriculum Music teachers in primary schools

The curriculum for teachers in primary school is aimed for teaching training. The curriculum is organised into the following eight modules:

1. Vocal training;

2. Instrumental training;

3. Other ways of expression;

4. Knowledge in sound;

1 Diploma for Teaching at Secondary School.

2 University Institute for Teacher Training.

5. Listening, analysing, history;

6. Pedagogy, psychology;

7. Knowledge in the environment;

8. Devising a project and translating it into action.

Practice at school takes place alternately with the courses and according to the different modules.

First year:

• 4 days observation as an active teacher;

• 2 weeks observation at a kindergarten;

• About 20 contributions per week during one academic year;

• 1 week observation at a primary school.

Second year:

• 1 week for sketching projects for the year (work supported by lectures). About 20 contributions per week during one academic year.

A practicum of 500 hours takes place during the three academic years in the institution where the candidate usually works.

Music teachers in secondary school

Curriculum is more theoretically based, classes include music history, composition, ear training, accompaniment, etc.

As was previously indicated, there are two ways of becoming a secondary school teacher: CAPES and Agrégation. Training for the CAPES (Certificat d'Aptitude de l'Enseignement Secondaire3) lasts for 2 years. The first year consists of pre‐studies as well as a first contact with classes and individual teaching situations. The Agrégation is accessible to all who hold a Maîtrise, a teaching certificate, as well as for teachers who have no permanent appointment. As with CAPES, the training lasts for 2 years.

CAPES and/or Agrégation are necessary qualifications to successfully complete training at an IUFM. Acquiring an IUFM diploma is a prerequisite for getting permanent employment as a music teacher. In the course of a year, the trainee teaches 4 to 6 hours at a secondary school (Collège) and at the same time attends lectures at the IUFM on two days of the week.

3 Diploma for Teaching at Secondary Schools.

Employability Music teachers in primary schools

Musical education in primary schools is up to the school teachers and local authorities (town or borough councils). School teachers can choose between music and art. Some local authorities may employ trained musicians who hold the DUMI (Diplôme Universitaire de Musicien Intervenant) to come and undertake musical activities in the schools. The DUMI is obtained upon completing a two‐ year course in which training is given by universities at special training centres called CFMI (Centres de formation des musiciens intervenants). The musicien intervenant can work in kindergarten and primary schools, music schools, cultural associations, hospitals, old people’s homes, in jails, as part of a team for music and arts, introducing students to concerts, musical performances, the work of orchestras, theatres and social and cultural centres, etc.

Music teachers in secondary school

Teaching in secondary education is done by a Professeur d’éducation musicale who has a university degree and teacher training qualification. The university degree is a licence/bachelor (3 years) + Master (5 years) in musicology + CAPES or Agrégation. The teacher training qualification differs between teaching in collège (CAPES ‐ Certificat d’aptitude à l’enseignement secondaire – which one can enter for after a Master degree) and lycée (Agrégation, which one can enter for after a Master).

At the collège, an hour a week for music education (mostly music history and vocal workshops) is obligatory in the general curriculum. Music education at secondary level is given by general music teachers who have a university degree. In sizeable towns, collèges and conservatoires put together a scheme by which some pupils may follow the conservatoire curriculum for two or three afternoons a week during school hours. This scheme is called classes à horaire aménagé and concerns relatively few pupils.

At the lycée music education is optional. Baccalauréats (the final diploma of secondary education) have seven to ten subjects. If music is one of the main options, about three hours a week is spend on the subject. As is the case in the first step of secondary education (collèges, see above), general music education at secondary level is given by general music teachers who need a university degree.

Professional qualification for school teachers in the general education system is run by the Ministry of Education.

Continuing Professional Music teachers in primary schools Development (CPD) For Musicien Intervenant, as well as music teachers, see above. It also sometimes occurs that CFMI provides occasional CPD opportunities.

Music teachers in secondary school

Unfortunately, for music teachers in collèges and lycées there are very few proposals from the Ministry of Education for CPD.

IUFM institutes are also responsible for further education and training of teachers. The courses offered support members of the teaching staff in developing new approaches and extending their professional knowledge to fulfil modern requirements in education. Further education and training programmes are organised by the individual academies.

GERMANY

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Professional music training in Germany is organised at the 24 Staatlichen Musikhochschulen. These are autonomous institutions with university status. They fall under responsibility of and are financed by the Bundesländer (states). Because of the Länderhoheit (state sovereignty) regarding education, there are many differences in education systems within the federal State of Germany. Almost all the Musikhochschulen did adapt to the Bologna system, but some continue offering a module‐based diploma system instead of Bachelor and Masters.

Entry into professional music training is arranged through entrance exams, which normally take place after secondary education has been completed. For very talented young musicians there is the possibility to enter in pre‐ college training at some Musikhochschulen already during their secondary education. Whether there are tuition fees or not depends of the federal state’s law. Almost half of the Länder charge tuition fees.

Professional Music training in Germany is arranged in different streams, by which the student has the possibility to choose to study for instrument pedagogue, performing artist or music teacher in secondary education. The Bachelor lasts 4 years, the Master 2 years. Only a few Musikhochschulen offer an artistic third cycle programme (by 2010), but the number is growing.

The recognised tradition of the German Musikhochschulen and their artistically highly qualified international staff makes Germany attractive for students from abroad, which is shown by the large share of foreign students.

Universities are also responsible for several subjects related to music, such as musicology. In addition, some of them offer programmes for music teacher training in primary and secondary schools.

Total number of In Germany there are 24 Musikhochschulen and nine Hochschulen für Kirchenmusik institutions (church music). There are also eight private conservatoires and 308 universities and other Hochschulen which teach music or music science.

Total number of music Approximately 20.000 students

Funding The German Musikhochschulen are financed by the State.

Curricula The curriculum at German Musikhochschulen is controlled by an accreditation system.

2‐cycle system The two cycle system is installed as described above.

3rd cycle At the moment there is not a PhD offered in professional music training, a growing number of institutions however are offering artistic third cycle programmes, which are being transformed into PhDs or comparable programmes.

Credit point system The ECTS system is nationally implemented.

Quality assurance Evaluation was introduced in the 1990s at the Länder level (the sixteen German federal states) and accreditation was introduced in 1999‐2000 as part of the Bachelor/Master agenda. Most Länder prescribe programme approval is valid for five to eight years, after which reaccreditation has to take place. The Accreditation Council sets nationally valid standards for accreditation procedures based on the decisions of the standing Conference of Ministers of Education and Culture (the organising institution for the sixteen federal states). The Council does not carry out accreditation reviews itself, but it does accredit agencies (based on a number of criteria) which then carry out the actual procedures at the institutions. At present there are about twelve agencies in Germany, but only three of them are ready and able to accredit in the field of music. Music institutions are reviewed by the general agencies. Quality Assurance is discipline specific but institutional accreditation is expected to be introduced in the near future. The process is obligatory and public, and makes use of a self‐evaluation report and of visitations by peers, who do not receive any special training for this purpose.

Academic year The academic year is divided into 2 semesters:

Wintersemester: Beginning October until middle February

Summer semester: Beginning April until middle July

These dates will differ in the different Bundesländer.

OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in Germany to be musically trained prior to entering higher education.

TYPES OF PRE‐COLLEGE EDUCATION

Music School (Musikschule) Germany knows many Music Schools; these schools provide music education to students of all ages and stages, outside of the general education system.

Instrumental/vocal lessons are often taught in groups. Theory classes are not always available.

The Federal States (Bundesländer) have their own laws and regulations concerning music education, which is one of the reasons why the level of Music Schools is different in each Federal State.

Private Music School Private Music Schools are independent schools that provide music education outside of the general education system. These schools are often funded by the government.

Konservatorium The German Konservatorium is a name used for different types of schools. Some are general music schools that offer music education to students of all ages and stages, including theory classes and orchestras and ensemble training, others are institutions that provide high levelled instrumental/vocal training or teacher training (pedagogy diplomas). There are schools that combine all three disciplines. Several schools only provide teaching to a specific age group (e.g. 17‐25)

Music Gymnasium Music Gymnasia combine general education with music education on an (Musikgymnasium) advanced level.

There are roughly two types of Music Gymnasia:

Schools that provide general education with an accent on music education. Students take instrumental/vocal lessons at Music Schools or with private teachers.

In some cases, a Music Gymnasium works closely together with a Hochschule. In that case, students receive the main subject lessons (instrumental/vocal) from professors from the Hochschule in addition to their general education and music education at an advanced level. There are three Music Gymnasia that have such a close connection with a Hochschule, in Dresden, Weimar and Berlin.

Students are selected through entrance examinations. Some Music Gymnasia are boarding schools.

For an example of a Music Gymnasium, please read the text about the Music Gymnasium in Dresden.

Young Students’ (Jungstudent) German higher music education institutes (Hochschulen) have a special system for young talented students, called Jungstudenten (young students). These students receive main subject lessons (instrumental/vocal) by professors from the Hochschule, while, in most cases, the theory lessons are taught at regular music schools. There are no special departments for these students.

Pre‐college Department/ Young Some Hochschulen have a special Pre‐college Department or Young Talent Talent Centre Centre for young talented students, different from the system described above. (Hochbegabtenzentrum) The Musikhochschulen in Hannover, Koln, Mannheim and Detmold have such departments. Students at this Department/Centre receive not only their main subject lessons from teachers from the Hochschule, but they also receive theory lessons and lessons in a second instrument. In some cases, students receive their main subject lessons from a teacher at a music school. Students have to give public performances as well. Teaching is provided during weekends.

Students are accepted after entrance examinations; not only musical and technical aspects are being tested, but a strong motivation has to be shown as well. For each student, a personal path of study is set out, in close cooperation with their regular school and their parents.

Other Hochschulen are planning on starting Hochbegabtenzentren in the near future.

Private tuition There are many professionally qualified teachers that provide instrumental and vocal tuition, outside of any institutes or general education systems. Some of them are, in an informal way, closely connected to the Hochschulen and provide many students.

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Most students come from Music Schools or private lessons. Fewer students EDUCATION come from Conservatoires, Music Gymnasia, Pre‐college Departments or the Jungstudent system.

SPECIAL FACILITIES FOR TALENTED Germany knows a special competition for young amateur musicians called STUDENTS AT PRE‐COLLEGE LEVEL Jugend Musiziert. It is possible to enter for soloists and ensembles, at any level. The competition starts throughout the whole country, going up from local to national level. Price winners can receive grants, public performances, solo‐ performances with professional orchestras, instruments, master classes and summer courses, but will also get excellent support in developing a future career. There are many other competitions as well.

Germany knows many amateur orchestras on local, regional and national level.

OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

The German educational system is influenced by regulations set by each Bundesland (state), which also has an effect on systems for teacher training. This overview can therefore only describe some of the possibilities.

A division is made between instrumental/vocal music teacher training – called ‘Music Pedagogy’ ‐, and training for music teachers in general education – called ‘Music Education’. Both types of training can be received at Musikhochschulen, although ‘Music Education’ is often taught in cooperation with Universities.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Musikhochschulen offer instrumental/vocal music teacher training at Bachelor and Master level, mostly referred to as ‘pedagogical training’ or ‘music pedagogy’.

Structure Pedagogical training can be an elective part of the performance Bachelor study programme.

Some Musikhochschulen offer a specific Bachelor in Music Pedagogy.

In some institutions, it is possible to receive a high‐level ‘double degree’ (Doppelfachstudiengänge), which means that a student studies musical performance, as well as instrumental/vocal teaching. This programme is available at Bachelor and Master level.

Curriculum As an elective subject at Bachelor level, the pedagogy curriculum includes psychology, pedagogy and teaching practice.

The specific Bachelor in Music Pedagogy is completely focused on bringing up specialised instrumental/vocal teachers. It often takes a broad view on music education, teaching students to work with different groups of students (age, cultural background, level, etc.).

The ‘double degree’ has a double focus; on musical performance, and on instrumental/vocal teacher training.

Employability The training period at the institution ends after four to six years with a first state exam. Then the graduate will gain practical experience for about one and half years, followed by a second state examination. The qualification is the same throughout Germany, but the institution to award the teaching qualification (and to preside over the examination) differs between Bundesländer.

Graduates can work as private teachers, or in music schools.

Continuing Professional Musikhochschulen offer various postgraduate courses. Development (CPD)

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Some Musikhochschulen offer ‘School Music Teaching’ or ‘Music Education’ programmes that allow graduates to teach music in high schools or primary schools. These courses are often organised together with University departments of Pedagogy.

Apart from studying to become a music teacher, it is customary for students to also study another school subject. Combinations with all school subjects are possible. Some Musikhochschulen offer the possibility of devoting time for both school subjects to music. The graduates of these ‘double courses’ will most likely be employed within their own region. Structure There are examples of Bachelor programmes as well as Master programmes. Some institutions still offer German ‘diplomas’.

Curriculum The School Music Teaching/Music Education programmes include music subjects, but also elements of theatre, dance, multimedia training etc. Internships are an important part of the curriculum. There are different study paths for teaching music at Grund‐, Haupt‐ and Realschulen and den entsprechenden Jahrgangsstufen der Gesamtschule (GHRGe), and teaching music at Gymnasien und Gesamtschulen (GyGe).

Employability Teachers can teach at the institutions mentioned above (primary and secondary level education).

Continuing Professional Musikhochschulen offer various postgraduate courses. Development (CPD)

GREECE

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM The music education in Greece consists of music universities; conservatoires and technological institutions (post‐ college education related exclusively to music technology). Four universities with their music departments do represent various aspects of the higher music education.

• The Aristoteles University of Thessaloniki offers degrees in composition, pedagogy and musicology.

• The Department of Music of the Athens University offers degrees in musicology only.

• The University of Macedonia in Thessaloniki offers degrees of unspecified general music programs.

• The Department of Music at the Ionian University in Corfu offers graduate and postgraduate programmes of study in instrumental and vocal interpretation, music composition and music sciences.

The Conservatoires in Greece are non‐accredited institutions. They function on programmes offering degrees that are not comparable with any institution (of higher education) in Greece or abroad. As most of the conservatoires are private businesses, a major concern refers to the quality control of the education provided. As they are not officially levelled in the education system, they are often mistakenly considered as higher education institutions.

Total number of There are four Departments of Music in four major Universities: institutions • The Aristoteles University in Thessaloniki

• The University of Macedonia in Thessaloniki

• The University of Athens in Athens

• The Ionian University in Corfu

Total number of music Approximately 1.800 students

Funding Universities and Technological Institutions (TEI) belong to the public domain. Conservatoires are all run privately except of the State Conservatory of Thessaloniki (which is sponsored by the State) and partially the National Conservatory of Athens.

Curricula The curricula are controlled by the State. The Ministry of Education holds up to a law frame that controls the process of creating new educational programmes. In relation to the conservatoires, the Ministry of Culture also defines the curriculum of study: however, there is some concern if the relevant laws are at all up‐to‐date.

2‐cycle system Greek Music Departments are in the process of introducing a two cycle system. At the Ionian University, the first cycle (Bachelor) consists of five years of study. The second cycle (Master) consists of three semesters and currently applies only to Music Performance. The Doctoral program consists of three years and is in the following three areas: Composition, Music Performance and Music Sciences.

Qualifications 1st cycle: After four years of study music students get the Bachelor Degree (in Greek: ptyhio). The specialisations at the Ionian University include instrumental vocal

interpretation, composition and music sciences.

2nd cycle: MA and Doctorate

Entry requirements (2nd Successful completion of the first cycle and evaluation of the academic and cycle) performance portfolio is the necessary requirement to enter the second cycle of studies.

% of students who Number of students who continue in the second cycle is unspecified. continue with 2nd cycle

3rd cycle The Department of Music of the Ionian University has since September 2006 inaugurated a Master’s Degree in Music Performance which at the moment is unique in Greece. Students are then also able to continue to a Doctorate level, after further evaluation. At other Greek Universities the third cycle of professional music training consists of Doctorate (written thesis or academic portfolio in musicology or composition).

Credit point system The Ionian University is using the ECTS credit point system. Not all Greek universities have yet been adjusted to that; the conservatoires don’t use the ECTS or a comparable system.

Quality assurance A new Quality Assurance System was established in August 2005 by state law for all of Higher Education but the quality assurance process began in 2007. The responsible body is the Hellenic Quality Assurance Agency, an independent administrative agency. Each department will be evaluated every three years. The process begins with a self‐ evaluation report, written by the institution, which is sent to the External Evaluation Committee (five members including a foreign expert). A site visit to the academic unit follows and includes evaluation of the department including interviews with members of the staff and students. The process culminates in the External Evaluation Committee submitting a report to both HQAA and the evaluated institution.

The process is compulsory for universities only. Therefore, conservatoires, which are private in Greece, do not have Higher Education status.

Academic year The academic year in all Departments of Music consists out of two semesters (September to February and March to June). Conservatoires follow the public school system (no semesters or equivalent).

OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in Greece to be musically trained prior to entering higher education:

TYPES OF PRE‐COLLEGE EDUCATION

Conservatoire Greece knows many conservatories, around 880. Conservatories provide music education at every level, to students of all ages. Some conservatories provide instrumental/vocal tuition and theory classes, and orchestra and ensemble lessons.

There is no national legislation that obliges conservatories to implement entrance examinations; every school is free to use its own internal regulations. Entrance examinations will generally be used to select students at higher levels or to select students when there are too many applicants.

Public Music School Public Music Schools are schools on secondary level that provide general education with a specialisation in music education. Next to general education subjects, the curriculum includes instrumental lessons and theory classes. Schools are open to students from 12 to 18 years of age.

Students wanting to continue their education at higher music education institutions often go to Conservatories to improve their theoretical knowledge.

Private tuition Qualified teachers provide instrumental and vocal tuition, outside of any institutes or general education systems. Private tuition is popular in Greece, although many students who want to proceed to higher music education will, at some point, leave their private teachers to go to Conservatories. This is often necessary to reach the required level of knowledge in theoretical subjects, essential for acceptance at higher music education institutions.

ADDITIONAL INFORMATION

To enter higher education in Greece, students are required to have certain knowledge and musical experience provided by an institution of secondary education (conservatoire). Students need to take an entrance examination where subjects like theory and music history are tested. However, instrumental skills are not tested yet, as the entrance examination procedure is still under development. After students are accepted to higher music education institutions, they have to take tests to define their level of playing. The way entrance examinations to higher music education institutions are set up has its effect on pre‐college education: it is important to obtain a very high level of knowledge in theoretical subjects, next to having good instrumental skills.

Higher music education institutes do not have Pre‐college Departments, Junior Departments, or Preparatory Courses, although these might be set up in the future.

The Greek government recently announced a plan to found an Academy of Arts, which will be involved with arts education, including music, at Pre‐college level.

STUDENTS ENTERING HIGHER MUSIC Most students come from conservatories. Fewer students come from public music schools. Few students come from private teachers.

EDUCATION

SPECIAL FACILITIES FOR TALENTED There are not many special facilities for talented students arranged at a national STUDENTS AT PRE‐COLLEGE LEVEL level. The conservatories however offer many opportunities by providing orchestras and ensembles.

OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Both instrumental/vocal and general music teacher training exist in Greece. Teaching and instrumental/vocal instruction vary in quality and level according to location, funding available or fees applicable and, most importantly, professorial staff expertise.

There are twelve types of institutions that offer music teacher training in Greece:

1. Non‐accredited Private Music Schools

2. Non‐accredited Private Conservatoires

3. Private Music Schools accredited and monitored by the Ministry of Culture

4. Private Conservatoires monitored by the Ministry of Culture

5. Municipal Music Schools accredited and monitored by the Ministry of Culture

6. Municipal Conservatoires accredited and monitored by the Ministry of Culture

7. Byzantine Music Schools monitored by the Archbishop’s Palace and accredited by the Ministry of Culture

8. One Prefectural and one State Conservatoire accredited and monitored by the Ministry of Culture

9. Music High Schools monitored by the Ministry of Education

10. Technological Institution Music Departments specializing in instrument making, traditional and folk music and music technology and acoustics monitored by the Ministry of Education

11. Privatized branches of American and Bulgarian Universities, known as “Colleges” allied with Conservatoires or acting independently but not yet accredited by the Greek Government

12. University Music Departments monitored by the Ministry of Education.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions There are four Departments of Music in four major Universities:

• The Aristoteles University in Thessaloniki

• The University of Macedonia in Thessaloniki

• The University of Athens in Athens

• The Ionian University in Corfu

Structure and Curriculum Instrumental and Vocal Music are divided into four levels:

Preliminary Junior

Intermediate Advanced

Each level can last from one to three years minimum and from three to six years maximum depending on the nature of the major instrument or subject, the performing level and exam success of the student.

The Teaching Degree (Ptychion) is the minimum qualification needed to teach the major subject studied, e.g. the holder of a Ptychion in Violin may only teach the Violin, Ptychion in Voice may only teach Vocal technique etc. It does not, however, prepare a student for professional performing standards. In addition, a holder of the Teaching Degree (Ptychion) may only teach a student up to the level of acquiring a Teaching Degree and not further on to acquiring a Soloist Diploma.

Curriculum Final Teaching Degree (Ptychion) or Soloist Diploma (Díploma) awarded with a Major instrument or Specialism stated on the degree, e.g. Díploma in Piano, or Ptychion in Violin etc.

Major Courses

Piano Trumpet Electric Piano (Harmonium/Synthesizer) Trombone Organ Tuba Harp Percussion Violin Singing Viola Opera Cello School Singing teacher Double bass Harmony Flute Counterpoint Oboe Fugue French Horn Composition Clarinet Orchestration for Band Oboe d’amore Orchestral Conducting Bassoon Choir Conducting Saxophone Byzantine Ecclesiastical Music Dramatic Art

General Courses are divided into Compulsory and Assisting Elective Courses

Compulsory courses

Theory of Music Chamber Music Solfege Choir Dictee Orchestra Harmony Score reading History of Music Speech training Pedagogy of School Music Speech articulation Form and Structure Elocution Counterpoint Recitation

Fugue Acting Music Analysis Stage and Dramatic Art Aesthetics Dramatology Piano History of Literature Sight reading History of Theatre Transposing techniques Make up techniques Instrumentation Lytourgics Orchestration History of Ecclesiastical Band Orchestration Music Teaching within Practical Teaching Techniques class

Assisting Elective Courses

Gymnastics French Rhythmic Training Italian Dance German Fencing English

Employability Employability of music graduates is a multi‐layered issue, which is divided in two main categories for reporting purposes: Public and Private Sector.

Private Sector Music Institutions are monitored and accredited by the Ministry of Culture whilst Public Sector Music Institutions are monitored and accredited by the Ministry of Education.

Graduates of Private Sector Music institutions are, as of 2005, not qualified to teach in Institutions of the Public Sector, although during the years of the formation of the Public Sector Music Institutions the first teachers and lecturers were in their majority graduates of Private Sector Music Institutions. The reverse is also the case, i.e. graduates of Public Sector Music Institutions are not qualified to teach in Private Sector Institutions.

In order to assure a secure future in Music Education, a great number of students will pursue studies in both Public and Private Sectors for reasons of employability and, at times, quality of study.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Please see the list of institutions provided above.

Structure The Teaching Degree (Ptychion) is the minimum qualification needed to teach the major subject studied, e.g. the holder of a Ptychion in Violin may only teach the Violin, Ptychion in Voice may only teach Vocal technique etc. it does not, however, prepare a student for professional performing standards. In addition, a holder of the Teaching Degree (Ptychion) may only teach a student up to the level of acquiring a Teaching Degree and not further on to acquiring a Soloist Diploma.

Curriculum See the corresponding section in the ‘Instrumental/Vocal Music Teacher Training’.

Employability See the corresponding section in the ‘Instrumental/Vocal Music Teacher Training’.

HUNGARY

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Music in Hungary is taught on every level – lower, middle, high, from ages 8 to 24, in accordance to the same system, as a heritage of the pedagogical concept of Zoltán Kodály. There is only one independent institution at university level for professional music training: the Liszt Ferenc Academy of Music. Two other institutions are associated with this institution are the Liszt Ferenc Teacher Training School and the Bartók Béla Conservatoire (as the pre‐college school of the Liszt Academy). The other institutions for higher music education are not independent, as they are all part of the universities in the different cities of the country.

The teaching system at the Liszt Academy is organised in semesters. Students have to fulfil ten semesters (five years) to be able to complete their studies and receive a diploma. The qualification students receive at the end of their studies at the Liszt Academy is compatible with the Master Degree. The qualification students receive at the completion of their studies at the Teacher Training School is compatible with the Bachelor degree. Postgraduate studies (DLA, PhD) can be completed in Hungary only at the Liszt Academy.

The system for professional music training is not different from other higher education institutions in Hungary. Since the undersigning of the Bologna Declaration, there have been important developments in two main areas ‐ introduction of the ECTS system and the introduction to the two‐cycle system.

Total number of There are eight music institutions at the highest level in Hungary. institutions

Total number of music Approximately 2.500 students

Funding Professional music training institutions are funded by the State through the Ministry of Education. The Liszt Academy is not only a university but also a cultural centre; it therefore also receives some funding from the Ministry of Culture.

2‐cycle system Professional music training is at the moment not organised in a two cycle system; it is planned to realise this within three years.

Credit point system Institutions make use of a credit point system, which is compatible with ECTS.

Quality assurance Pursuant to the 1993 Higher Education Act, the Hungarian Accreditation Committee (HAC) reviews all Hungarian higher education institutions and all their study programmes every eight years. HAC informs the institution of the upcoming accreditation procedure. The institution prepares a self‐evaluation report. Institutions are also required by law to submit to HAC annual reports confirming any changes made at the institutions and to the programmes. The HAC expert committees, for the relevant discipline to which the programmes in the annual report belong, review the annual reports. In the case of arts universities or colleges, this is generally the HAC Expert Committee for Arts, Media and Communications Studies. Based on the report of the expert committee as well as the institution’s self‐evaluation report, HAC’s visiting team evaluates the institution and submits a report to HAC. HAC issues and publishes a final report. The evaluation covers the institutional level, faculty level, and all programmes, and results in an accreditation decision by HAC. The decision is forwarded to the 99

Minister of Education, who makes the final decision on the accreditation status of the institution and its individual programmes.

Visiting teams may include non‐academics who are experts in a particular area or applied field if called for by the profile of the institution to be evaluated or by some of its programmes (e.g. artists, musicians, etc.). The visiting team members are given a briefing on the procedure prior to the visit.

HAC is responsible for the organisation of the quality assurance process, which is obligatory and takes place every eight years. By law, HAC is an independent body tasked with making decisions regarding quality, but the Minister of Education makes all final decisions based on HAC’s opinion. The minister must publish his/her reasons for any decision dissenting from that of HAC. There is no relationship among quality assurance, accreditation and government funding.

There are several levels of standards used in the process ‐ the Higher Education Act defines a college or university; the so‐called National Qualification Requirements define the level and minimum content of study programmes on the level of a government decree (they are submitted by an applying institution and reviewed by HAC); and HAC itself has Bylaws which define the accreditation procedure and accreditation requirements which address the quality standards for study programmes in particular disciplines on the college and university level. Further information is available at http://www.mab.hu.

Benefits of the system include assurance of a continuing and comparable review of the quality of higher education in Hungary. Problems within the eight‐year cycle system include issues such as a) the quality may not be judged consistently due to different visiting teams and ongoing changes in the system, and b) standards are general and require individual and subjective judgment on the part of visiting teams and HAC members, the solution to which would require more extensive training for evaluators than is currently the case.

Employability Every kind of qualification has its own place in the educational system. It is determined exactly which kind of diploma entitles to which kinds of jobs.

Academic year The academic year is organised in two semesters. To complete their studies, students have to fulfil ten semesters, five years.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Music education in Hungary is divided in three levels:

Basic level which includes elementary music school and Music and Art Schools; a secondary level, which consists of the Conservatoire (Professional Secondary Music School), the Music Gymnasium, Junior Department and Preparatory Courses; and a professional level, which includes the Liszt Ferenc Academy of Music, Budapest and other music faculties of universities (Miskolc, Pécs, Győr, Szeged, Debrecen). The basic and secondary level are considered to be Pre‐college levels.

TYPES OF PRE‐COLLEGE EDUCATION

BASIC LEVEL

Elementary Music School Elementary Music Schools combine general education with music education. Daily music lessons are integrated into the general subjects, and there are additional choir and instrumental lessons. The schools are open to students from 6 to 14 years of age.

Music and Art School Hungary knows 570 Music and Art Schools. Some of them are state sponsored, others are private. In total, they cater for 130.000 students.

A six year curriculum is being used: students enter at 8 years of age, and study until they are 14. It is possible to take (maximum) two years of preparatory study beforehand. Students then enter at 6 years of age.

The curriculum is divided into two different categories, called A and B level. The A level is meant for amateur studies. Students receive two 30‐ minute instrumental lessons a week. B level studies focus on future professionals. Students receive two 45‐minute instrumental lessons a week, as well as solfège. From the fourth year of study, students receive chamber music, music theory and music history lessons as well.

SECONDARY LEVEL

Professional Secondary Music There are 21 Conservatories that cater for 2200 to 2300 students between the School (Conservatoire) age of 12 and 19 (14‐18).

Conservatories provide general education together with music education at an advanced level. Their education is aimed at preparing students for the entrance level of higher music education institutions.

The curriculum is a combination of general education subjects and music studies: instrument, theory, solfège, chamber music, music history, choir/orchestra, etc.

90% of the conservatoire students continue their musical studies in higher music education; therefore, conservatories are considered to be the most effective part of the Hungarian pre‐college music education system.

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Music Gymnasium Music Gymnasia provide general secondary education with a special focus on music. There are no instrumental lessons provided; only singing, theory, music history and choir.

Junior Department The Liszt F. Academy of Music has a Junior Department open to extraordinary talented students who play piano, violin or cello. The number of students is about 70.

Students can enter between the ages of 10‐13. They leave when they are 18 or 19 years of age.

The Junior Department only provides music education. Students receive two 90‐ minute instrumental lessons a week. Additionally, they take theory, solfège, chamber music, and music history classes.

Preparatory Course The Conservatoire of The University of Debrecen has a Preparatory Course for classical instruments and voice studies. The course takes two semesters and contains instrumental lessons, piano lessons, coaching with piano, ensemble and orchestra classes, theory subjects, and folk music lessons.

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Most students come from Conservatories. Other students come from Junior EDUCATION Departments or Preparatory Courses and from Music and Art Schools.

SPECIAL FACILITIES FOR TALENTED Hungary has many youth orchestras and choirs. There are many (international) STUDENTS AT PRE‐COLLEGE LEVEL competitions and festivals open to young talent as well.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Music teacher training at universities in Hungary has currently been reorganised as part of the Bologna Process. Higher education institutions in Hungary train music teachers for general education working in public elementary and secondary schools and instrumental/vocal and music theory teachers working in the state‐sponsored lower grade art education schools (‘afternoon’ schools providing art education for their students) and in the music conservatories. Lower‐grade art education institutions are open to students between the ages of 7 and 18. Music conservatories in Hungary are secondary level institutions providing general education combined with advanced studies in music for students between the age of 14 and 18.

Music teacher training programmes like all other teacher training programmes are currently run at graduate level only (Master of Arts).

Three kinds of music teachers are trained within the Hungarian system:

• Classroom music teacher/music teacher in general education (Grade 5‐12)

• Instrumental/vocal and music theory teacher – 120‐credit program (two years) following the BA‐degree programme in music (this strand includes jazz and folk music education as well as all the classical instruments and voice)

• Instrumental/vocal and music theory artist‐teacher – 60‐credit programme (one year) following the MA‐ degree programme in performance or music theory. Teachers of music history, composition and church music are also trained at this level, prerequisite for acceptance is an MA degree in musicology or composition or church music.

Degree programmes in music education belong to a separate strand and they are distinguished from the performance‐degree programmes.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions The Franz Liszt Academy of Music in Budapest offers the broadest range of music studies that include instrumental and vocal performance, composition, musicology, theory, orchestral and choral conducting, church music, early music, folk music and jazz. It trains instrumental/vocal/music theory/composition/music history/church music teachers and classroom music teachers for all levels of the Hungarian music education system. It is also at the Liszt Academy where folk music and jazz teachers are trained. The Kodály Institute of the Liszt Academy offers training programmes in Kodály‐based music pedagogy for its international body of students at graduate and postgraduate levels.

There are four types of graduate teacher training programmes provided by the Liszt Academy:

• MA‐degree in music education for artist‐teachers (instrumental, vocal, theory, musicology, composition, church music). One‐year programme. Admission requirements: MA degree (performance, music theory, musicology, composition, church music) and entrance examination

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(pedagogical and psychological aptitude test). This level of teachers focuses on the training of future professionals.

• MA‐degree in music education for music teachers (instrument, theory, folk music and jazz). Two‐year programme. Admission requirements: BA degree and entrance examination (instrument, music theory, music history, and pedagogical and psychological aptitude test, piano where applicable)

• MA degree in Kodály music pedagogy. One‐year programme. Admission requirements: BA degree in music and/or music education and entrance examination (aural skills, music theory, folk music, piano, voice, choral conducting, personal interview)

• Classroom music teacher and choral conductor (programme ending in 2011)

The Liszt Academy runs the Doctoral school providing the highest academic/artistic training (PhD, DLA) in Hungary. For a certain level of teaching position in professional training institutions this is required. Currently (until 2010) high state prizes for outstanding artists are equal to a doctorate. Other universities run PhD’s in pedagogy so some highly qualified music teachers obtain a PhD there. All doctoral schools can be entered only with a university degree.

Besides the Liszt Academy music faculties of five other Hungarian universities: Győr, Pécs, Szeged, Debrecen and Miskolc offer instrumental/vocal/music theory teacher training for the lower‐grade art‐education institutions. These faculties provide university level training and a degree in instrumental/vocal and theory teaching depending on the available staff needed for accreditation. Earlier all these faculties belonged to the Liszt Academy and formed a network of Teacher Training Colleges of the Liszt Academy. Currently, following the restructuring of higher education in Hungary, these institutions are linked to the closest university.

Type of training provided:

• MA‐degree in music education (instrument, vocal, theory) for music teachers. Two‐year programme. Admission requirement: BA degree and entrance examination (instrument/voice, music theory, music history and pedagogical and psychological aptitude test)

• Classroom music teacher (available only in Pécs and Debrecen)

Structure and Curriculum The learning outcomes/competencies are described below:

a) in general in a government document for the whole country;

b) in detail in the individual training plans of universities, faculties, colleges, etc.

Individual plans are to be presented to the Hungarian Accreditation Panel. If this is granted, the Minister for Education grants permission to start the given

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training/course and issue the degree.

BA training takes three years at the Liszt Academy. Training at this level can be divided into two main branches: one is performing arts, the other is creative arts and musicology. Each department belongs to either of these. BA training focuses primarily on the main subject, and music related subjects, however, other theoretical subjects, such as philosophy, aesthetics, etc, form important part of the curriculum. At the end of the third year, students have to take a final exam.

After having completed the BA course, graduates receive a diploma. This diploma allows them to work on certain fields of the musical scene – e.g. amateur ensembles – but the BA degree alone is not enough to fulfil serious positions. Those who pursue serious ambitions need to apply to the MA course. The following options are available: performance, musicology, composition, church music and various music education strands.

The overall structure of the curriculum for the two year MA music education programme can be outlined as follows:

• Musical subjects related to the area of specialization (50 credits): instrument/voice/theory; analysis; methodology; didactics; ensemble; master class;

• Subjects related to music pedagogy and music psychology (40 credits)

• Practicum (30 credits)

The one year MA programme training artist‐teachers slightly differs from the one above:

• Subjects related to music pedagogy and music psychology (40 credits)

• Practicum (20 credits)

The ratio between theoretical and practical subjects in both programmes is 40:60.

Through the compulsory teaching practices there is a wide network of schools of different levels linked to music teacher training: general primary and secondary schools, music schools, music secondary schools, etc. However, a large part of teaching practice is done in the ‘practice schools’ of the universities – in the case of the Liszt Academy this is the Bartók Conservatoire (secondary school). Practice agreements with other schools are formalised, the teachers are personally picked and contracted.

Types of assessment:

• Attendance: classes that require regular attendance respectively.

• Practical grade: the assessment that takes into consideration how the student can apply the practical requirements of the course. Requirements should be completed mainly during terms. Assessment is carried out according to a five‐grade scale: excellent (5), good (4),

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satisfactory (3), pass (2), and fail (1).

• End of term exam: the assessment of the student’s knowledge of the material of the entire semester. Assessment is carried out according to a five‐grade scale.

• Comprehensive exam: the final assessment of the material of several semesters or the whole course. Assessment is carried out according to a five‐grade scale.

• Complex comprehensive exam: the complex examination of the material of several semesters of several courses.

• Final examination: checks and evaluates the knowledge necessary for the special training and graduation at university‐level.

Employability Those graduating from the two year MA programmes in music education can expect to be employed by lower‐grade art‐education schools throughout the country. Artist‐teachers (one year MA programme currently available only at the Liszt Academy) can, however, apply for positions at music conservatories where training of students is aimed at preparing them for the entrance examination at higher music education institutions. Most of music conservatoire students continue their studies in higher music education.

Minimum qualification Training Type of school required institutions

Liszt Academy of Lower‐grade art‐education Music (Budapest) schools MA in music education instrumental/vocal/theory Universities in Győr, instrumental/vocal/theory Pécs, Szeged, tuition Debrecen, Miskolc

Liszt Academy of Music Conservatories (age 14‐ MA in performance** and Music (Budapest) 18)* MA in music education

* In music conservatories subjects such as composition, theory and history are taught by teachers in possession of an MA‐degree in one of these fields of specialization and in music education.

** The universities in Győr, Pécs, Szeged, Debrecen and Miskolc offer MA degrees in performance of some instruments and/or voice.

Continuing Professional Music teachers are obliged to follow regular postgraduate training within a 7‐year Development (CPD) cycle, as are other kinds of teachers. This postgraduate training need not be in music exclusively.

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Postgraduate training programmes are accredited by the Educational Authority (Oktatási Hivatal).

Different music contests (e.g. instrumental contests for music school pupils, choir contests at different levels, international music competitions) and festivals offer also a platform to continuous self‐improvement. Often there are forum and training (master) courses linked to these events.

The Association of Hungarian Music and Art Schools also offers a platform for information and experience exchange for instrumental/vocal teachers. This association links the schools together and other associations count individual instrumental teachers as members. The Hungarian branches of different international organisations for instrumentalist/instrument teachers (such as European Piano Teacher Association and the Association of Flutists) serve as catalysts of contacts within the country and beyond, and bring together instrumental teachers of different level from basic to professional training.

Training courses (2‐3 week up to full year) provided by the Kodály Institute in Kecskemét offer high level postgraduate training to classroom music teachers and choir conductors: refreshing courses, new methodologies, etc.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Music teachers (Grade 5‐12) for public music education are trained at teacher training colleges. Most of them are incorporated into higher education institutions such as a university. The training provided by these institutions is either for classroom music teachers only, or in combination with another subject (arts, humanities or science).

In most schools elementary music education ‐ grade 1 to 4 – is provided by the classroom teacher who might have very little experience in music. The amount of course work in music offered as part of primary teacher training is 120 hours in total. The so‐called elementary Kodály music school combines general education with high‐level music education, however, there are music specialists teaching music at the elementary level as well.

It can be asserted that admission requirements to instrumental/vocal and music theory teacher programs are much more demanding from the musical point of view than those for classroom music teacher programmes. This division has to be diminished in order to maintain high‐level of musical instruction in the public school system corresponding with the tradition of high‐standard music education established in Hungary during the decades following World War II and generally associated with the Kodály concept.

Structure and Curriculum The training of classroom music teachers (Grade 5‐12) takes place also at graduate level. Because graduates are required to major in two subjects the training lasts two years and a half and requires the completion of courses weighing 150 credits in total.

The overall structure of the curriculum for the MA in education programme can be outlined as follows

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• Subjects related to the area of specialization (80 credits): including music and another area of specialization.

• Subjects related to pedagogy and psychology (40 credits)

• Practicum (30 credits)

Employability Type of school Minimum qualification Training institutions required

Elementary school (Grade Teacher training Elementary teacher training 1‐4) certificate institutions

Teacher training colleges or Primary and Secondary MA in education (music teacher training faculties of School (Grade 5‐12) and another subject) universities

Liszt Academy of Music Teacher training colleges or MA in education Kodály music schools* teacher training faculties of MA in music education universities

*Currently there are about 100 Kodály music schools in Hungary. In these schools daily music lessons are integrated into the general subjects. There are additional choir and in some schools instrumental lessons as well.

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ICELAND

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM The music training system in Iceland has mostly developed in the last 50 years. By law, all school age children should have music training in their public school, but unfortunately this is not the case in much of the country. More specialised music training takes place in music schools; there are around 80 in the country. These schools, which are funded by the municipalities and through tuition fees, have offered music training from the beginning of the education, at the age of 6 (in some cases a little younger) until the students have completed their secondary education. In some cases, the music school has gone beyond that, into what is considered university level education. There is also some Suzuki training in the country (one special school) and several teachers are using this method in the various music schools. There training begins much earlier, even around 3 years old.

Until the year 2001, the Reykjavík College of Music (Tónlistarskólinn í Reykjavík) offered the highest music educational level in Iceland. It was, apart from the Rhythmic Music School, (Tónlistarskóli FÍH) and the Singing School (Söngskólinn í Reykjavík) the only place where students could receive professional music training. There were instrumental, vocal and general music teacher departments, as well as the soloist diploma course. They were, however, not allowed to issue a University degree.

In 1999, by political decision, The Iceland Academy of the Arts was founded to offer highest level – (university) – education in the visual arts, drama, design, architecture and music. The Academy is private, run on a contract with the government where the government agrees to pay a certain sum for a certain number of students. This sum varies according to departments.

The teacher training college – which has become part of The University of Iceland – offers ‘music teacher’ as an elective course. The education is still mainly aimed at becoming a general public school teacher, not with music as a speciality. This program does not require that students have an extensive musical background, and does not exceed 30% of the total credits. The main professional music training in the field of performance, composition, musicology and music education (instrumental teacher and public school teacher) happens at the Academy of the Arts, which is part of the higher education or university system of Iceland.

Total number of music There are around 100 music students at the university level studying in Iceland, half of students them at the Academy, the others studying in non‐degree programs. There are several Icelandic music students studying around the world, several in Scandinavia as well as in the rest of Europe and in the United States. These students are mostly completing what would be the first cycle, and into the second cycle and Doctoral studies.

Curricula The curricula for professional music training in higher education are not controlled by the State, but have to be approved by the State.

2‐cycle system The departments were founded one by one, the department of music beginning in the autumn of 2001. Since the Bologna Declaration had by then been signed, the school was from the beginning organized according to the two cycle system, with a three year Bachelor course. It is the same for all the Universities in Iceland, with the Masters level being two years. The Iceland Academy of the Arts still does not offer the Masters level course, but is planning on doing so within the next three years.

The Reykjavík College of Music has graduated its last teachers, and thus the Academy has graduated the first B.Mus. and B.A. in music, students in Iceland. The performance degree is B.Mus. all other disciplines (composition, musicology, music teacher) receive the B.A.

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Entry requirements (2nd A Bachelors degree in the field of study is the general entry requirement for the second cycle) cycle.

% of students who No data is available. However, estimation is that the majority of students continue with continue with 2nd cycle a 2nd cycle ‐ especially performers and composers.

3rd cycle There is no third cycle in music education in Iceland.

Credit point system The Bachelor course is a 90 credit point course, compatible with 180 ECTS

Quality assurance The Ministry of Education organizes external assessment with regard to the administrative and financial elements, as well as the general accountability of the institution.

The quality assurance process makes use of a self‐evaluation report and visitations by experts (not peers) from IMG (a company that cooperates internationally with [among others] Deloitte, Gallup international, AC Nielsen, SHL and Corporate Lifecycle International). IMG is a research and consulting company specializing in knowledge creation that includes shaping, reviewing and evaluating institutions.

The assessment of the Music Academy took place for the first time in winter of 2006‐ 2007. Moving forward, the process will take place approximately every three years. The Icelandic Ministry of Education is responsible for the organization of the process, which is obligatory and public. It is organized nationally and is discipline specific.

The Academy operates on a contract with the government. Funding for the Academy is contingent upon the Academy performing at a certain standard and providing all information. If these conditions are not accomplished successfully, the government can cancel all funding to the Academy. The Ministry of Education sets the standards, by way of comparison with the other universities in Iceland, and arts/music institutions in Europe and America.

There is a legal framework for higher education in the Icelandic universities, where, for example, basic entry requirements and education of teachers are specified. Further information is available at http://www.mrn.is.

Employability Students have a high level of employability, especially in education in the public schools and smaller community music schools. Music teachers of any kind are needed, and students are therefore stimulated to go into this field. The problem is that students are reluctant to work outside the capital – Reykjavik. Music students, especially soloists, are encouraged to seek further studies abroad, and the government has a good student loan system for this purpose.

Academic year The academic year is 30 weeks, divided into two semesters, each organized in three five‐week periods, where courses can run from five to fifteen weeks each. The academic year begins at the end of August, and ends in May.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Iceland knows different types of music schools, but public schools as well as private ones are all financed the same way; the local community pays for the salaries of the teachers and headmasters, all other expenses should be covered by tuition fees.

TYPES OF PRE‐COLLEGE EDUCATION

Music School There are more than 80 Music Schools that provide music education outside of the general education system. About 75% of these are run by communities, around 25% is privately owned.

All of these Music Schools use the national curriculum and receive funding by communities. However, they may have different outlines; there are, for example, schools that are specialised in Suzuki method, vocal music or pop rock and jazz music (rhythmic school) or schools that only accept advanced students. Some schools also provide teaching on academic level although their training is not certified by the Ministry of Education.

Schools often reflect their surroundings. Outside the capital area the schools often have a more comprehensive cultural role in their environment. Music schools in the capital area can be divided in two: those who serve a certain neighbourhood (yet without borders) and those who provide more specialised services for the whole country. In the end, all schools that follow the national curriculum and are funded by the community are called Music Schools.

Cooperation of Music Schools with other types of schools is constantly increasing (both professionally and organisationally). Many Music Schools cooperate with both ‘amateurs’ and professionals in music and other arts, e.g. theater.

There is a national curriculum for each instrument and for theory subjects; “The role and main objective of music schools is to increase ability, knowledge and maturity of the pupils, as to strengthen the music life in the country”. The curriculum defines three main objectives of the music schools:

• ‘Pedagogical’ – increase emotional and artistic maturity, cooperation and discipline and form attitudes

• Skills and understanding in music

• Community – increase participation in diverse educational and cultural activities

If there is space, anyone can enter a Music School without auditions (although sometimes a student’s skills are tested). As a rule, Music Schools are open to children as well as adults, but in case of waiting lists, children are often given priority. The education is divided in three levels; basic, intermediate and advanced. Each level is finished with an exam.

Music Schools are partly funded by communities; students have to pay tuition

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fees as well. These fees may differ per community.

Privately‐funded Music School There are privately funded Music Schools (different from the privately owned Music Schools that are funded by the municipality). There are not many privately funded Music Schools. They do not follow the national curriculum. Privately funded Music Schools are often quite small, and mainly provide instrumental/vocal group teaching. Since they do not receive any funding, the tuition fees are high.

Music as a subject in general From the first to the eighth grade, all students in general schools should receive schools comprehensive music education for one lesson (40 minutes) per week as an obligatory part of their curriculum. The lessons focus on getting acquainted with music by means of singing, moving, some theoretical knowledge etc. In the ninth and tenth grade, music education is offered as a non‐compulsory subject; students can get their music studies evaluated as an alternative subject. This has been getting more common in past few years.

About 60% of the Music Schools work together with primary schools by means of accommodation. In some schools out in the country the Music School is in the same building as the primary school. In the capital area, the instrumental teaching of the youngest children increasingly takes place during the school day and within the building of the primary schools. Students are taken out of other lessons in the primary school to attend the music lessons.

Gymnasia with special focus on Some gymnasia (secondary schools) accredit music lessons taken at Music music Schools as part of the gymnasium curriculum. Students have to organise the lessons at the Music School themselves, and can afterwards ‘declare’ their hours at the Gymnasium.

Diploma Course for young talented The Iceland Academy of the Arts, the only higher music education institution in and advanced music students Iceland, does not have a Junior Department or Preparatory Course. Instead, it has a special system for highly talented students whose level would allow them to enter the Bachelor studies, but who are too young to do so. This ‘Diploma Course for young talented and advanced music students’ has been approved by the Icelandic Ministry of Education. It caters for students over 16 years of age who are still in secondary school. These students get the opportunity to study at the Academy taking instrumental lessons and theory lessons next to attending their normal secondary school. Each student receives a personalised curriculum, earning ECTS (European Credit Transfer System). When entering the Bachelor, which most students do, these ECTS are used to shorten their studies significantly. There are about three or four students studying in the Diploma Course each year.

Private tuition Qualified teachers provide instrumental and vocal tuition, outside of any institutes or general education systems. Private teaching is funded by tuition fees and is therefore very expensive; most students prefer to go to a Music School. Private teachers mostly provide amateur training, only some of them provide theory lessons. Some students studying with private teachers take theory lessons at Music Schools.

ADDITIONAL INFORMATION

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STUDENTS ENTERING HIGHER MUSIC Almost all students come from Music Schools. Few students come from private EDUCATION teachers. Some students are autodidacts, or come from abroad.

SPECIAL FACILITIES FOR TALENTED Iceland does not have any special facilities for talented students, except for the STUDENTS AT PRE‐COLLEGE LEVEL ‘Diploma Course’ provided by the Academy of the Arts and the possibility of longer instrumental lessons at Music Schools. There are many youth orchestras, but these are part of Music Schools and not focused on extremely talented students.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions There is one institution in Iceland that provides instrumental and vocal teacher training, the Iceland Academy of the Arts (IAA). IAA is a university.

Structure IAA offers BMus and BA degrees, which last one to two years. The first year of study is obligatory for student and the second is optional, yet recommended.

To enter the programme, which is part of the Bachelor performance course, students must take entrance exams and audition.

Teacher training is specifically aimed at the instrument and voice.

Curriculum The Iceland Academy of the Arts includes teacher training as part of preparation for further professional life of the musician. In the music programme a 2‐year course of pedagogical training is included for instrumental and vocal students. They have students of their own and receive biweekly lectures over the two years. Subjects include methodology, history, pedagogy and teaching practice. Classes occur every other week for three hours and an internship (teaching practice) occurs outside of this time.

Employability Students receive the title “Bachelor of Music”. This title is not required of instrumental and vocal teachers because Icelandic law does not require these types teachers to be formally licensed, as the Ministry of Education does not monitor their training.

Continuing Professional There are no formally structured possibilities within the higher music education Development (CPD) institutions.

The IAA and University of Iceland offer a MA degree program for general music education teachers. Instrumental and vocal teachers have the possibility to enter that programme.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions The University of Iceland, School of Education and the Iceland Academy of the Arts (Listaháskóli Íslands) are two institutions that provide training for teachers of primary and secondary music education. Legally all teachers must complete an MA degree to be licensed.

The Rhythmic School (FÍH) has a small department for general music teachers. Graduates do not receive any license or certification from the government, and this type of training does therefore not formally qualify to teach in the public education system. The Reykjavik Academy of Singing and Vocal Arts (Söngskólinn í Reykjavík) has a small vocal teacher department. This school does not graduate students with a university degree and vocal teachers do not get any kind of certification or license. Therefore, these graduates tend to work mostly in fields

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such as vocal training in the choirs, but not as voice teachers.

Structure To receive a license to teach in the primary and secondary schools students must complete a minimum of 300 ECTS, and a Master degree. IAA students who complete their Bachelor degree must complete 120 ECTS in pedagogical subjects for the Masters degree. IAA graduates are allowed to teach at both lower‐ and upper secondary education, but graduates from the University of Iceland are only licensed to teach at the lower (primary) level.

If students plan to teach in music schools (outside the general education system) it is not necessary to have this qualification.

Curriculum Students in the BA and BMus programmes are required to teach during their studies. This often takes place in music schools. Students training to become classroom teachers must do internships at local schools. Teacher training students are sent to schools in the countryside, in order to gain as much experience as possible. Students in the MA program do internships in primary and secondary schools. They also receive project based experience working in alternative settings.

Employability Upon completion of the programme, students receive a MA degree in arts education. It is obligatory to have this degree in order to receive a license to teach in the primary and secondary schools.

These types of teachers are trained for education students in a music classroom setting.

Usually teachers from the teacher training college do not end up as specialist music teachers in the schools but they are valuable as positive and supporting teachers towards the specialist teacher.

Continuing Professional The whole question of CPD for musicians and artist is currently being revised in Development (CPD) view of the new legislation of the Masters degree requirement for all teachers, as well as emerging needs for musicians with broader and more diverse competences and skills.

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IRELAND

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Professional music training is embedded in the general higher education system in Conservatory/Academy/Schools of Music, in Universities, and in Colleges/Institutes of Education. Undergraduate and postgraduate music degrees in Performance are offered by a number of Conservatory/Academy/Schools of Music: CIT Cork School of Music (Cork Institute of Technology); DIT Conservatory of Music and Drama (Dublin Institute of Technology); Irish World Academy of Music and Drama, UL (University of Limerick); Royal Irish Academy of Music (RIAM awards are validated by Dublin City University); WIT School of Music (Waterford Institute of Technology). These institutions provide specialised training in music performance as part of the curriculum leading to BA/BMus, MA/MMus and DMus (RIAM only) qualifications in music performance. The titles of the awards vary across institutions. Undergraduate performance programmes are normally of four years duration and Masters Programmes vary from one to two years, depending on the institution. DMus qualifications are normally awarded after a minimum of three years study. Performance can also be taken as a specialism in more general academic music degrees offered by some of the Irish Universities leading to awards of BA/BMus, MA/MMus.

Total number of Five specialising in performance: Cork School of Music, Dublin Institute of Technology institutions Conservatory of Music & Drama, Royal Irish Academy of Music, Dublin, Waterford Institute of Technology, Irish World Academy of Music and Dance (University of Limerick).

Total number of music Approximately 230 students

Funding With the exception of the Royal Irish Academy of Music, Dublin (which receives both State and private funding), each is state‐funded through the Department of Education & Science.

Curricula Under the auspices of the National Qualifications Authority of Ireland, the curricula of courses offered by the CIT Cork School of Music and WIT School of Music are validated by the Higher Education and Training Awards Council [HETAC]; those for the Royal Irish Academy of Music by Dublin City University. DIT Conservatory of Music & Drama is validated by the Dublin Institute of Technology.

2‐cycle system Professional music training is organised in a two cycle system. Normally this means:

1st cycle: 4 years

2nd cycle: 1‐2 years

Qualifications 1st cycle Bachelor

Specialisations: Performance Studies and a combination of Applied Musicianship Studies (e.g. Aural Skills, Composition, Conducting, Counterpoint, Orchestration), Historical Studies, Irish Traditional Music Studies, Ethnomusicology, Pedagogic Studies, Music Technology, Music Therapy Studies – according to institution and/or specialisation

2nd cycle Master

The titles of degrees vary across institutions. For example, some institutions offer 116

BA/MA in Music Performance while others offer BMus/Mmus while some institutions offer BA, BMus, MA and MMus programmes. The title of the degree is not dependant on the length of study but on traditional practice within the individual institution.

Entry requirements (2nd Bachelor Degree (or equivalent) + audition cycle)

% of students who >10% continue with 2nd cycle

3rd cycle The Royal Irish Academy offers a Dmus and DIT offers a practice based research leading to a PhD.

Credit point system All the institutions are using a credit point system.

Quality assurance Most, if not all, institutions in Ireland are subject to an external quality review and/or accreditation procedure by the government. The responsible body is the Higher Education and Training Awards Council (HETAC). Accreditation of programmes and music institutions takes place every five years. The process is compulsory, confidential and nationally organised. It makes use of a self‐evaluation report, visitations conducted by experts, questionnaires and interviews with stakeholders such as students. Internal quality assurance procedures are undertaken yearly. One aspect of quality assurance is to have external examiners on examination panels. HETAC trains the school’s management in how to select external examiners.

Employability Graduates – at both Bachelor and Master levels – have traditionally enjoyed great success in gaining employment. It is generally recognised that only a small percentage of graduates will find fulltime employment in music performance and that many will develop careers combining performance, teaching and other areas. Other career opportunities open to music graduates include the Music Industry, Arts Administration, Music Technology and Recording, Journalism and Broadcasting, Composing and Arranging, Music Therapy.

Academic year Late September to mid June. Although semesterisation is not a common feature (yet) of Irish conservatoires, the year is often effectively divided October‐January and February‐ May.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

The Department of Education and Science funds a number of Conservatory/Academies/Schools of Music which provide instrumental/vocal tuition at first and second levels outside the primary/secondary school system. Two of these institutions are located in the capital, Dublin, while the other three institutions are all located in the south of the country.

There are also some limited local music services funded by the Vocational Education Committees in counties Cork, Kerry, Wexford, Wicklow, LaOIS, Kilkenny and Westmeath. Many parts of the country are disadvantaged in terms of state‐funded provision for instrumental/vocal tuition.

In recent times a number of privately run schools of music have been developed across the country. There is also a considerable amount of private teaching undertaken by individual instrumental/vocal teachers who are not affiliated to any school or college. A government‐funded report of a feasibility study conducted by Music Network (A National System of Local Music Services, 2003) presented a blueprint for the provision of a national system of local schools of music in Ireland.

TYPES OF PRE‐COLLEGE EDUCATION

Ireland does not have a music school law. There exist three types of music schools: General Music Schools, Specialised Music Schools, Secondary level educational institutions specialised in Music A. General Music Schools are aimed at both amateur training as well as preparation for professional music studies. Specialised Music Schools and Secondary level educational institutions specialised in Music A aim their education mainly at preparation for professional music studies, but provide some amateur training as well.

General Music Schools and Specialised Music Schools are affiliated to the IAMS.

There are private music schools too. They are not necessarily different from the music schools mentioned above, they just chose not become a member of the IAMS.

All music schools in Ireland charge a tuition fee. Financial support for those who cannot pay for tuition is possible. It is felt that tuition fees discourage students to take music lessons.

Every music school designs its own curriculum according to the current teaching staff, following the curriculum each particular teacher studied under. But individual teachers may differ in their teaching methods and material so it is done on an ad‐hoc basis from school to school.

An average instrumental/vocal one‐to‐one lesson takes 30‐60 minutes and is given once a week. The same goes for instrumental/vocal group lessons.

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC DIT Conservatory of Music and Drama, Dublin: Almost all the students come EDUCATION from private education; just a small amount of students comes from general music schools.

Royal Irish Academy of Music, Dublin: Most of the students come from the junior department. A smaller amount of students comes from specialised Music schools, and just a few from private lessons.

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Cork School of Music: Students are coming, in equal proportion, from the junior department, general Music schools, private lessons and secondary schools which at best offer a nominal Music education (lit.)

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

The main providers of training for instrumental/vocal teachers in Ireland are the Conservatoires, some of which are also involved in providing undergraduate training for secondary school music teachers in conjunction with the University sector. The main focus of the Universities is on secondary level teacher training at postgraduate level. There is no specialised training in primary level music teaching.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Degree level qualifications for instrumental/vocal teachers, incorporating instrumental/vocal pedagogy along with a high level of music performance, are provided by the following institutions:

a. Cork Institute of Technology (CIT) Cork School of Music: BMus

b. Dublin Institute of Technology (DIT) Conservatory of Music and Drama: BMus (Pedagogy)

A one year Diploma in Music specialising in instrumental/vocal teaching and performance is provided by the following institution:

c. Royal Irish Academy of Music: Diploma in Music

Structure and Curriculum For degree level programmes at CIT and DIT, students must have passed the state Leaving Certificate Examination (or equivalent) and meet the general requirements laid down by the CAO (central admissions office) for entry to third level education. In addition, all students must pass an audition/interview and written and aural tests conducted within the institutions. Applicants are expected to have reached at least Grade 6 level in their principal instrument, but this is only a guide.

The CIT BMus is a four year degree programme which has performance studies as an integrated feature throughout the programme and includes academic components such as Composition, History, Analysis, and Aural along with various elective modules. Students can specialise in Pedagogic Studies in years 3 and 4 when three modules in Instrumental Teaching are offered. These modules focus on instrument specific methodologies and psychology, and incorporate Teaching Practice (over a period of two semesters) involving external private teaching or placements in schools.

The DIT BMus (Pedagogy) is a four year degree programme which has performance studies as an integrated feature throughout the programme and includes academic components such as Composition, History, Analysis, Aural along with various elective modules. Students can specialise in Pedagogy in Years 3 and 4. The pedagogy curriculum includes modules in Teaching Methods, Teaching Observation, Psychology of Music and Music Education, Philosophy of Music and Music Education, Educational Issues and Teaching Practice (over a

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period of two semesters) which takes place within the Conservatory.

The RIAM one year Diploma in Music has a primary emphasis on practical study and includes components in History, Harmony and Counterpoint and Aural Awareness along with an Education Issues course which focuses on teaching methodologies and philosophies of education.

Employability Instrumental/Vocal Teaching is not a regulated sector within music education in Ireland and there is no national music school system. Graduates find employment as private teachers and are employed in music schools and colleges, mainly on a part‐time basis. Many graduates combine careers in teaching with performing and other areas of the music industry. Some graduates undertake further music studies at postgraduate level in areas such as secondary music teaching, performance, music therapy, music technology, arts administration.

Continuing Professional Such postgraduate study is also a common form of CPD for instrumental/vocal Development (CPD) teachers, many of whom undertake further taught programmes leading to MA/Mus qualifications or engage in research at MPhil/PhD level at higher music education institutions. There are no taught postgraduate programmes in Ireland specialising in instrumental/vocal teaching but there are possibilities on offer in the UK including some distance learning options.

Many instrumental/vocal teachers in Ireland pursue further qualifications in teaching and in performance through the various external diploma/licentiate qualifications offered by examining boards such as the Royal Irish Academy of Music, and the UK based Associated Board of the Royal Schools of Music, London College of Music and Trinity Guildhall. Professional bodies such as EPTA Ireland (European Piano Teachers’ Association) also offer seminars, workshops, and master classes on an ongoing basis.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Primary level

There is no specialised training in primary level music teaching at either undergraduate or postgraduate level in Ireland. Primary curricular music is part of the programme of study for the BEd degree (primary teaching qualification) in the following institutions:

a. Church of Ireland College of Education

b. Marino Institute of Education

c. Mary Immaculate College, University of Limerick

d. St Patrick’s College, Drumcondra

Secondary level

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A four year conjoint BMusEd programme is offered in the following institutions:

e. DIT Conservatory of Music and Drama

f. Royal Irish Academy of Music

g. Trinity College Dublin

A four year B.Rel.Ed programme, incorporating education, religion and music which specialises in the training of religious education teachers, but includes a music teaching methodology component in the music programme, is offered by:

h. Mater Dei Institute of Education

A one‐year Postgraduate Diploma in Education offering music as an elective curriculum subject for secondary level teaching is offered by the following institutions:

i. NUI Maynooth (National University of Ireland)

j. University College Cork

k. University College Dublin

l. Trinity College Dublin

A one‐year Graduate Diploma in Education (Music) is offered at the following institution:

m. Irish World Academy of Music and Dance (University of Limerick)

Structure and Curriculum For undergraduate programmes, applicants must have passed the state Leaving Certificate Examination (or equivalent) and meet the general requirements laid down by the CAO (central admissions office) for entry to third level education. In addition, all students must pass an audition/interview and written and aural tests conducted within the institutions. Applicants for postgraduate programmes are required to have an undergraduate degree and some institutions also conduct interviews.

The four year BMusEd programme offered by DIT Conservatory of Music and Drama, Royal Irish Academy of Music and Trinity College Dublin combines music studies with music education studies. Music subjects covered include: Performance, Aural Perception, Keyboard Skills, Harmony and Counterpoint, History of Music, Irish Music and Practical Musicianship, Conducting. Music education subjects cover: Practice of Music Education; Educational Issues; Teaching Observation; Introduction to Music Technology; Psychology of Education; Sociology of Education; Sociology of Music; Curriculum, Assessment, Evaluation and Statistics; and external Teaching Practice placements in Years 1, 2

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and 3.

The four‐year B.Rel.Ed. programme offered by Mater Dei Institute of Education provides tuition in the technical and applied aspects of Musical Composition (Harmony, Counterpoint, Form and Analysis), History of Music, Performance and Music Technology. In the area of Education (Theory and Practice), the following areas are included: Instruction in teaching skills and methodologies; Guided practice of teaching in a controlled environment; Assistance in the preparation of teaching plans, resources and materials; School based Teaching Practice; Tutoring, supervision, profiling and feedback.

The Postgraduate Diploma in Education/Graduate Diploma in Education (Music) programmes are divided into two main areas: teaching placement and university experience. Students typically teach each morning in a recognised secondary school and attend lectures, tutorials and workshops in the university each afternoon. The curriculum generally includes a range of education based subjects along with curricular music and music teaching methodologies.

Employability The undergraduate and postgraduate programmes referred to above are all recognised and accredited by the Teaching Council, the regulatory body for the teaching profession in Ireland. They are also widely accepted in other countries as signifying qualified teacher status. The majority of graduates obtain teaching positions in Ireland and abroad.

Continuing Professional A nominal amount of in‐service training is provided by the DES (Department of Development (CPD) Education and Science). The PPMTA (Post‐primary Music Teachers Association) and the Association of Teacher/Education Centres both runs courses, seminars and workshops for teachers. Postgraduate study is also a common form of CPD for secondary music teachers many of whom undertake further taught programmes leading to MA/Mus qualifications or engage in research at MPhil/PhD level at higher music education institutions.

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ITALY

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM The professional music training on higher education in Italy is offered by 58 State Conservatories of Music and 20 Music Institutes officially recognized. Conservatories are funded by the Ministry of the University and Research (Ministero dell’Università e della Ricerca), on which they depend, while Music Institutes which are officially recognized are funded by the institutions which have founded them (usually town councils).

Before the Bologna reform, music studies (courses, duration, examinations etc.) were regulated by royal decrees nr. 1852 in 1918 and nr. 1945 in 1930, which are still in force, yet obviously show traces of the time when they were written. Consequently, these old formulations are not in tune with the ‘type’ of student of the 21st century and with the innovations introduced in all other kinds of schools. During the years some new subjects have been introduced (but not in every institute): choral music and polyphonic composition in 1941, harpsichord in 1969 and subsequently percussion instruments, guitar, lute, recorder, leg viol, mandolin, bass tuba, chamber vocal music, accordion, jazz, didactics of music, electronic music etc., just to take note of the changes happened in music field in the contemporary society. Since the 90s several institutes have been authorized to run new experimental and updated study plans. This system allowed private candidates (studying privately or in institutions other than the state conservatoires) to take exams in the conservatoire and get the same degree as internal students. University attendance contemporary to conservatoires attendance was allowed.

A reform of music studies on higher education was finally launched in 1999 by law nr. 508, which established a special division of the Ministry of the University and Research called ‘Higher Education in Fine Arts and Music’ (Alta Formazione Artistica e Musicale). It includes 44 Academies of Fine Arts, the National Academy of Dance, the National Academy of Dramatic Art and 4 Institutes for Artistic Industries) as a tardy application to the 33rd article of the Constitution of the Republic of Italy (1948). The changes introduced by this reform concern only the higher education according to the European system of three undergraduate + two graduate courses. In particular, the new courses have been placed along with the old ones, instead of replacing them, and institutes continue to run both systems even though the administrative structure is not up to the task.

The reform law is silent about the pre‐college period and no changes have been made until now, so the law passed in 1930 is still in force. For this reason students of different levels and ages still attend the same Conservatory. The recent introduction of the Liceo Musicale (high school with concentration in music) in 2010 is considered as first step to fill in this gap in pre‐college education.

The qualifications of first and second cycle have been considered as ‘experimental’ and they are still waiting for a full legal recognition in Italy and abroad. The recent decree nr. 483 on 22 January 2008, regulates the second cycle, which has now been fully recognized. After about 10 years since the promulgation of the reform law, the legislation about this matter has not yet been completed.

The following points refer only to the new system introduced by the reform of 1999.

Total number of There are 58 music Conservatories and 21 Officially Recognized Institutes of Music institutions (Istituti Musicali Pareggiati).

• For a complete list of conservatories please see: http://www.miur.it/Cerca/Istituzioni.aspx?cf=4&IstCat=44

• For a complete list of institutes of music please

see: http://www.miur.it/Cerca/Istituzioni.aspx?cf=4&IstCat=45 UH

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Total number of music About 46.000 (including pre‐college students) students

Funding Music Conservatories are state funded while the Officially Recognized Institutes of Music are jointly funded by local governments.

Curricula The academic recognition of periods of studies, examinations and degrees are regulated by law but Institutes could make some minor changes within their autonomous sphere of competence.

2‐cycle system 1rst cycle: 3 years (Triennio)

2nd cycle: 2 years (Biennio)

Institutes, within their autonomous sphere of competence, can organize courses in terms or in semesters.

Qualifications 1rst cycle: Academic Diploma of First Level (Diploma Accademico di Primo Livello): artistic job preparation and working qualification. This first grade is equalized to the Diploma of the old system (law passed in 1930). Possession of the first cycle diploma allows access to the second cycle programme, to specialisation courses and to Master courses.

2nd cycle: Academic Diploma of Second Level (Diploma Accademico di Secondo Livello): based on first cycle degree with additional job preparation. Possession of the second cycle diploma allows access to the third cycle programme and to specialisation courses.

Entry requirements 1rst cycle: (secondary‐)school‐leaving examination (Diploma di Maturità) and a high level on the music instrument chosen (or singing, or composition) tested by an admission examination (recital).

2nd cycle: first cycle degree and admission examination (recital).

No private candidates can be admitted to the examinations and students regularly enrolled cannot attend other university faculties in the same time.

% of students who At present it is not possible to give the exact percentage. continue with 2nd cycle

3rd cycle A 3rd cycle is scheduled by the law nr. 508 in 1999 but at present it is not yet enforced.

Credit point system All institutions make use of the ECTS credit point system.

Quality assurance By law, institutions are subject to a quality assurance, which should be assured by an internal commission (Nucleo di valutazione) and an external body. In 2007 the Italian Government created the National Agency for Evaluation of the University System and Research called ANVUR (Agenzia nazionale di valutazione del sistema universitario e della ricerca) but it is not yet enforced.

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Employability The national contract for conservatory teachers authorizes activities such as leaves of absence for artistic projects, incentives for participation in artistic productions through the conservatory and incentives for individual professional development. Teacher exchanges through programmes such as ERASMUS offer excellent possibilities for teachers in Italy to experience trends in other countries within the European Union and abroad. Programmes run by the AEC such as Polifonia, in addition to specialized conferences, yearly congresses and the AEC web site are valuable tools for Italian music teachers to keep up to date with the latest trends in the profession.

Academic year The official Academic year begins in the beginning of November and ends on the 31st of October. However, each institution has the right to adjust the Academic year to its needs. Examinations take place in June‐July (Summer session), September‐October (Autumn session) and February (Winter session).

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

In Italy there are several ways of obtaining musical training prior to entering higher education. There are two levels of music education, amateur level and professional level. Different institutions provide these types of education.

TYPES OF PRE‐COLLEGE EDUCATION

General Music School (Scuola di Scuole di Musica are music schools that provide music training to students of all Musica) ages and stages. They mainly provide amateur training, although some schools also provide preparation for professional music training. In general, scuole di musica do not have entrance examinations.

Private Music School Italy knows private music schools as well. These schools are different from the general music schools in the way they are funded, but provide the same types of tuition. Private music schools may have a different offer of subjects and instruments.

Private tuition There are many professionally qualified teachers, who teach music outside of any institutions or general education system. One of the reasons for the increasing amount of private teachers is the lack of jobs at institutions that provide music education.

Middle school (Scuola media ad There are Middle schools (11 to 14 years of age) that provide general education indirizzo musicale) together with greater opportunities for cultivating music, such as instrumental classes

Music Lyceum (Liceo ad indirizzo Secondary school that provides general education with a specialisation in music, musicale) for students from 14 to 19 years of age. In the past such schools have been closely connected to a conservatoire. During the academic year 2010/11, 37 music lycea spread in the national territory have been introduced.

Officially Recognized Institute of See: State Music Conservatory Music (Istituto Musicali Pareggiati (IMP))

State Music Conservatory State Music Conservatories and Officially Recognized Music Institutions are the (Conservatorio di Musica) same type of institutions. The main difference between the two lies in the source of funding (from the state in the case of Conservatoires, from local authorities in the case of IMPs). Both are higher music education institutions and are entitled to give out the same diplomas. However, they both provide amateur education as well.

Before the implementation of the Bachelor‐Master system, conservatoires and IMPs (Istituti Musicali Pareggiati) knew a once‐cycle curriculum (lasting 5 years for singing, 7 years for wind instruments, 10 years for piano, violin, viola, violoncello, guitar) leading up to a professional degree. The transition to the

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Bachelor‐Master structure thus led to difficulties, which were solved by converting the last three years of the old curriculum to a Bachelor (first cycle). There now is a second cycle as well.

Students can enter conservatoires and IMPs at different ages depending on the instrument. Some schools have affiliated institutes where younger students are trained.

Students are admitted after entrance examinations. When there is not much competition (e.g. bassoon), students can enter at beginner level. This is of course different when there are many good students applying (e.g. piano, violin). Seen from this perspective, conservatoires and IMPs provide amateur training, pre‐professional training, and professional training.

Students studying at conservatoires or IMPs go to regular schools for their general education. Italian students can enter the first cycle before they have finished their secondary education, but they need to graduate before the end of the first cycle. Students from abroad need to have finished their secondary education before entering the first cycle.

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Most students come from the lower and medium level sub‐cycles of the old EDUCATION system department (vecchio ordinamento) within State Music Conservatories and Officially Recognized Music Institutes. Other students are likely to be 19‐ years‐old students coming from music schools and private tuitions who decide to engage in music higher education after finishing secondary school.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

In Italy, conservatories (higher music education institutions) are the foremost institutions providing music teacher training. Universities, which in the past also offered study paths in the field, now play a rather marginal role.

A division between instrumental/vocal teacher training and general music teacher training was introduced very recently at master level (and is still in course of formalization).

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental and vocal teachers are trained in State Conservatoires and Officially Recognized Music Institutions

Structure In Italy the undergraduate programme offered by Conservatoires lasts for three years and is focused primarily on music performance. A specific undergraduate programme or curriculum concentrating on music education does not exist. Nevertheless, some elements of music pedagogy and teaching methodology are already included at this level. Admission to the undergraduate programme requires an audition (with compulsory programme), together with a secondary school degree (Diploma di Maturita), which can also be awarded by the end of the first cycle.

As a result of the Bologna Process, in 2007 the ministerial decree 137/2007 created a specific second cycle in instrumental and vocal teacher training, called Biennio di Secondo Livello per la formazione dei docenti di strumento ed educazione musicale. There are two different study curricula: along with the general music education curriculum (which already existed in a different form), the new instrumental teaching curriculum was introduced. Before the creation of the above mentioned Biennio for instrumental and vocal teacher training, there was no formal training available for instrumental and vocal teachers, except for two experimental courses in the conservatoires of Bologna and Frosinone, which started in 2000. This new study path is a two‐year graduate programme.

According to the decree, the main requirement for admission to the programme is a bachelor degree in music performance (Diploma Accademico di Primo Livello), or a conservatory ‘pre‐reform’ diploma (together with a secondary school degree). In addition, the candidate has to take an entrance exam that assesses their actual musical knowledge and their motivation. The exam consists of a written test in music theory, pedagogy and history of music, an audition (freely chosen programme) and an interview. Because the position of music teacher in primary and secondary schools is a regulated profession, enrollment to the degree programme is limited to a specific number of applicants. For this reason,

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candidates are chosen according to the results of the entrance exam and the evaluation of their portfolio and teaching experience.

Curriculum The ministerial decree also provides the ‘learning areas’ from which each conservatoire can design its own curriculum. The decree states that subjects from the first group (basic subjects) can be activated in collaboration with universities. Each institution can autonomously determine the number of credits per subject and elective courses to be offered but is required to include at least 60% of the activities listed in the decree and to maintain a prescribed balance between the subject areas.

Basic subjects (common area) 12 ECTS General Pedagogy General Psychology General Teaching Legislation and teaching institutions’ organization

Basic Music Subjects 35 ECTS Music Pedagogy Music Psychology General Methodology of instrumental teaching Composition and analysis for music teaching Transcriptions and arrangement techniques Choir Conducting Vocal Technique Music History Historical and musical research methodology Music Semiology Music Sociology Vocal and Piano score reading Methodology of piano transcription and transposition Accompaniment

Core subjects 40 ECTS Didactics of improvisation Didactics of composition Instrumental ensembles – performance and repertoire Methodology of instrumental teaching Performance practice and repertoire Chamber music Functional body techniques

Electives 12 ECTS Music ICT Vocal improvisation Instrumental improvisation History of traditional music History of jazz Organizational theories Communication techniques Multimedia and programming

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Recording techniques and technologies Ethnic music performance and repertoire Popular music composition

Foreign Language 3 ECTS Internship 12 ECTS Final Thesis 6 ECTS

Employability The degree awarded by the Conservatoires for the graduate programme in instrumental and vocal teacher training is called Diploma Accademico di Secondo Livello per l’insegnamento strumentale musicale (second cycle academic diploma in instrumental music education). Although there is currently no specific legislation on the matter, this degree is expected to become mandatory for future instrumental and vocal educators teaching music the secondary schools. In the coming years, an extra internship year is likely to be required in order to complete the training and obtain the qualification of ‘instrumental and vocal teacher’.

Currently, instrumental and vocal teachers who complete the programme will have priority in the ranking for appointments in secondary schools with special music curricula. Conservatoires have agreements with general schools in order to allow music education students to observe and exercise their teaching skills in controlled settings.

Teachers of conservatoires have so far been appointed mostly on the basis of their specific artistic activities (professional level performances and comprovata fama): a specific music degree is not required. Periodic national competitions (concorsi) are organized to select candidates for conservatoire teaching positions.

Continuing Professional In‐service teacher training is offered by many institutions, but not by Development (CPD) conservatoires or universities. Special CPD courses for music teachers in conservatoires and music schools are expected to come into effect in the near future.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Music teachers for kindergarten and primary schools are trained in universities within the first cycle programme in Pedagogy (Scienze della Formazione Primaria) where all subjects are taught. Music teachers for secondary schools are trained in Conservatoires (higher music education institutions4).

Structure The university training of kindergarten and primary school teachers lasts for four years and consists of an undergraduate course. Only two subjects of the study programme involve music.

Music teachers for secondary schools are trained in Conservatoires. From 2000 to 2004 it was also possible to study music education for secondary schools at universities. This was due to a new law establishing that universities had to offer teacher training courses for all subjects taught in secondary schools, including music even though a specific course for music teachers was functioning in

4 For further information about Conservatoires in Italy, please see the description provided for the instrumental and vocal teachers training

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conservatoires since 1969. According to the new law, universities created a teacher training course lasting two years, leading to a Diploma di specializzazione all’insegnamento secondario. As a result, there were two different, autonomous channels leading to secondary music teacher qualification in Italy: conservatoire and university. A recent decree (14 July 2004) withdrew the teacher training courses in music education and art education organized by the universities: teacher training candidates in these disciplines are now trained only by the conservatoires and the fine arts academies. Until 2007, teacher training course in conservatoires (for music teachers in general secondary education) lasted four years. It was a postgraduate course; students were already graduates of another programme such as instrumental and vocal performance, composition or conducting. The main subjects of the course were pedagogy of music (methodology, psychology, teaching practice/didactic), composition, choir conducting, history, piano, singing, sight‐reading. The degree awarded was called Diploma di Didattica della Musica.

As already mentioned, the ministerial decree 137/2007 created a second cycle degree in instrumental and vocal education, called Biennio di Secondo Livello per la formazione dei docenti di strumento ed educazione musicale (second cycle for instrumental and music teacher training). The curriculum in general music education substituted the diploma di Didattica della Musica. It is a two year graduate programme. According to the decree, the main requirement to be admitted to the programme is a bachelor degree in music performance (Diploma Accademico di Primo Livello), or a conservatory ‘pre‐reform’ diploma (together with a secondary school degree). In addition, the candidate has to take an entrance exam in order to assess their actual musical knowledge and motivation. The exam consists of a written test in music theory, pedagogy and history of music, an audition (programme chosen by the candidate) and an interview. Because the position of music teacher in primary and secondary schools is a regulated profession, enrolment to the degree programme is limited to a specific number of applicants. For this reason, candidates are chosen according to the results of the entrance exam and the evaluation of their portfolio and teaching experience.

Curriculum The ministerial decree provides the “learning areas” from which each Conservatoire must design its own curriculum including both required and elective subjects.

Basic subjects (common area) 12 ECTS General Pedagogy General Psychology General Teaching Legislation and teaching institutions’ organization

Basic Music Subjects 35 ECTS Music Pedagogy Music Psychology Composition and analysis for music teaching Transcriptions and arrangement techniques Choir Conducting Vocal Technique

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Music History Historical and musical research methodology Music Semiology Music Sociology Vocal and Piano score reading Methodology of piano transcription and transposition Accompaniment

Core subjects 40 ECTS Methodology of music education Didactics of improvisation (for music education) Didactics of composition (for music education) Choir repertoire Choir teaching Listening teaching History of music teaching Ensemble practice Music anthropology Techniques of body awareness and body language

Electives 12 ECTS Music ICT Vocal improvisation Instrumental improvisation History of traditional music History of jazz Organizational theories Communication techniques Multimedia and programming Recording techniques and technologies Ethnic music performance and repertoire Popular music composition

Foreign Language 3 ECTS Internship 12 ECTS Final Thesis 6 ECTS

Employability Because general educators teach music in primary schools, a University Degree in Pedagogy (Laurea in Scienze della formazione primaria) is necessary. In the secondary school system: middle school (ages 11‐14) and high school (ages 14‐ 19); music becomes a more specialized subject and requires music educators to be qualified. To teach music in secondary schools, a ‘pre‐reform’ conservatoire diploma or a university degree in Disciplines of Arts, Music and Performance (Laurea DAMS) is required. The specific two year graduate degree described above (Diploma Accademico di Secondo Livello per la formazione dei docenti di educazione musicale) is not yet compulsory for teaching in the secondary school system, but does allow preference for hiring of new teachers and is expected to become the only recognized title in the near future.

In the coming years, an extra internship year is likely to be required in order to

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complete the training and obtain the qualification of ‘music education teacher’. Conservatoires and universities have agreements with general schools in order to allow students to observe and exercise their teaching skills.

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LATVIA

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM The Latvian Academy of Music is the only education establishment in Latvia providing higher music education in all fields of musical activities – performance, composition, music science, choreography and music education, and carrying out also scientific research and creative work. The activities of the Latvian Academy of Music are aimed at three main directions: studies on the level of higher music education, scientific research in the field of music, and creative and performing activities. In 2002 the Academy has undergone an international evaluation; all study programmes were assessed and accredited for the next six years.

The Bachelor’s degree study programmes (four years) include both academic and professional courses: students obtain a Bachelor’s degree and a professional qualification depending on their major. The Master’s programmes (two years) are different – musicologists obtain a Master’s academic degree, but performers, composers and choreographers graduate with a Master’s professional degree.

The Academy also offers Doctoral studies in musicology. Mostly those are students with Master’s degree in musicology, but the entrance is open also for Master’s in other fields (piano performance, music education, vocal arts, etc.). In future the Academy plans to open a separate Doctoral programme in the performing arts which would combine performance (examinations, recitals) and scientific research (based on problems of performing arts and interests of major).

Accordingly, the Latvian Academy of Music is a university‐type higher education institution; its main task is to provide education for musically talented young people and enable them upon graduation to obtain academic degrees and professional qualifications.

The system of professional music training in Latvia, like in other Baltic states and in Belarus, is like a three‐level pyramid: elementary education – secondary education – higher education. In 2001, elementary education provided by music schools was qualified as professionally oriented education. Programmes of music schools are mastered in eight to nine years, simultaneously with general elementary education. Salaries of teachers of those music schools are financed by the state, but the economical maintenance by the municipalities. There are 112 such music schools with 14.061 pupils.

At the secondary level, ten music secondary schools in the various regions of Latvia provide professional music education. Upon graduation it is possible to join the labour market or to continue education at higher level. Those schools (colleges) traditionally are centres of musical activities of the whole region and it is a good solution to avoid the tendency to concentrate culture only in the capital and other large centres.

At the third level, it is the Academy of Music offering academic and professional degrees and higher professional qualifications. There is no other place in Latvia where such a potential of musical activity and education is concentrated.

Music Departments in several other pedagogical institutes exist, but they offer limited study programmes for music teachers only.

The general higher education in Latvia is based on the same principles: Bachelor (four years), Master (two years) and Doctoral (two years) study programmes.

Up to now, in the music schools for children most of the employed teachers had secondary professional education, because graduates of music secondary schools together with the qualification of pianist, accompanist, violinist, choir conductor etc., obtained also the qualification of music teacher. Now those schools are qualified as professionally oriented education institutions and the state has put forward a new task: to ensure that all music teachers will have 135

higher professional education. Since 2002, music secondary schools do no longer confer the teacher’s qualification. The responsibility for the existence of the base of the pyramid of music schools now lies with the Academy of Music. It has therefore formulated several new tasks, reconsidered previous methods and introduced new ones. Several of them are:

1) In Bachelor programmes, special attention is paid to pedagogical subjects: pedagogy, psychology, methods and practice. This block of subjects is integrated in the Bachelor’s professional study programme in the volume of 23 credit points. Each student who has successfully passed all examinations of this cycle together with a Bachelor’s professional degree obtains also the teacher’s qualification enabling him to work in music schools.

2) The possibility to obtain higher education in the form of part‐time studies has been renewed. A special curriculum and study programmes have been created. In principle requirements do not differ from full‐time studies, but teaching forms and methods are different.

The continuing professional development of music teachers is supported by all possible means: seminars, courses and other methods to improve professional qualifications.

Total number of One at university level institutions

Total number of music 1st cycle: 330 students 2ndcycle: 60

Funding All funding is based on state budget, through the Ministry of Culture.

Curricula The curriculum for professional music training is controlled by the State

2‐cycle system 1st cycle: 4 years

2nd cycle: 2 years

Qualifications 1st cycle: Professional Bachelor’s Degree + qualification of (performer in respective field, orchestra musician, chamber musician, accompanist, teacher)

2nd cycle: Professional Master’s Degree (performers) or Master of Humanities in Art (music historians and theoreticians)

Entry requirements (2nd Professional Bachelor’s Degree + audition + examinations: colloquium/major – history cycle) of performing arts in respective field, styles, genres; discussion on music history and theory; foreign language (English, German or French); evaluation after each round.

% of students who Approximately 110‐120 students finish the 1st cycle each year; between 12 and 20 enter continue with 2nd cycle the 2nd cycle, depending on the Academy’s budget

3rd cycle The Latvian Academy of Music offers studies for Doctoral Degree (two years + thesis) in musicology. The Academy plans to open in future a separate Doctor’s programme in performing arts which would combine performance (examinations‐recitals) and scientific research (based on problems of performing arts and interests of major).

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Credit point system The Academy makes use of a credit point system and is currently working on the ECTS system.

Quality assurance Institutions in Latvia have been subject to external quality procedures since 1999. In 2000, the Music Academy underwent international evaluation. All study programmes were assessed and accredited for a period of seven years, and the next evaluations were scheduled to take place at the end of 2007. Accreditation of the Academy as a whole is done by the Ministry of Education, but each study programme is accredited separately by the Centre for Quality Assurance in Higher Education. The process is obligatory, as mentioned in the Law of Higher Education, made public and nationally organized. After considering the self‐evaluation report of the institution, the Centre can decide to invite experts if necessary

Employability In the present situation on the labour market it is very difficult to find work for a musician/music teacher without professional diploma, because competition is very strong. Graduates are employed as orchestra and chamber musicians, opera and choir singers, conductors, media (radio & TV) and as music teachers (instrument and theory subjects).

Academic year September 1st – June 15th

First semester: September – December; Second semester – January‐June

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

The pre‐college education system in Latvia is based on a multi‐level pyramid system. The system is geared towards producing professional musicians.

TYPES OF PRE‐COLLEGE EDUCATION

Music and Art School There are 112 Music and Art Schools in Latvia with a total number of 16.600 children. Music and Art Schools offer all kind of different arts courses, including music. The schools are open to pupils from the ages of 6 to 16, as a supplement to their general education.

Music students receive instrumental/vocal one‐to‐one teaching and music theoretic subjects (solfege, music literature, theory). Pupils participate in various ensembles, orchestras and choirs and can enter competitions and festivals.

Music and Art Schools are funded by the local municipalities and charge a small tuition fee.

Music as a subject in general In all general schools in Latvia, music forms an essential part of the curriculum. school (Grades 1 to 6 – two lessons a week, Grades 7 to 9 – one lesson a week; in secondary schools it is an elective subject). Several schools offer more music lessons together with the possibility of instrumental lessons. Highly talented students can proceed to Music Gymnasia (Secondary Professional Music Schools).

Before entering primary education, children have often already received some basic music education in kindergarten (from the age of 2).

Music Gymnasium (Secondary There are nine Music Gymnasia that combine secondary education with high Professional Music School) levelled music education. They cater to 800 students. Students are selected through entrance examinations.

Music Gymnasia provide instrumental/vocal one‐to‐one teaching as well as various theory classes, orchestras, ensembles and choirs, with the aim to prepare students for higher music education.

Upon graduation students receive a certificate of general secondary education together with the diploma of secondary professional music education and corresponding qualification.

The best graduates continue their studies in higher music education. Those who have chosen the profession of music teacher in general education schools can also study at Music Education Departments at Liepāja Pedagogical Academy, Daugavpils University (pedagogical academy) or Riga Higher School of Pedagogies and School Management.

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Music Gymnasia are free of charge.

Private tuition Traditionally, there is no system of private teaching. There are few private teachers who teach outside of any institutes or general schools.

There are no private music schools.

The Jāzeps Vītols Latvian Academy of Music does not have a Junior Department of Preparatory Courses.

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Almost all students come from Music Gymnasia and general secondary schools EDUCATION with music education.

SPECIAL FACILITIES FOR TALENTED There are many competitions and festivals for talented children, which take STUDENTS AT PRE‐COLLEGE LEVEL place at a regular base. There are youth choirs and orchestras. Riga knows a special concert series for talented music school pupils.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental/vocal music teacher training is offered at three institutions:

1) Jāzeps Vītols Latvian Academy of Music

2) Riga Teacher Training and Educational Management Academy

3) Daugavpils University

Structure and Curriculum Pedagogical subjects are included in all study programmes on Bachelor and Master level, for example: Instrumental music, conducting, vocal performance, music history and theory, composition, and choreography

Teacher training has a role in a range of subjects within the larger study programme. It is obligatory. Curriculum includes methodology, pedagogy, psychology, pedagogy, general didactics, didactics of instrument performance/vocal performance, etc., ethics, pedagogical practice. In the Bachelor degree, approx. two semesters are devoted to teacher training practice.

Duration of study is as follows:

• A bachelor degree takes four years to complete

• A Master degree takes two years to complete

• A Doctoral degree takes three years to complete

Entrance requirements include secondary education diploma, audition in major, colloquium in major, colloquium in music literature and theory (solfeggio, harmony, form of music).

Employability After completing a Bachelor of Music the recipient has the right to teach instrument/voice/music theory/choreography, as well as includes also subjects enabling to teach related instruments (given the completion of such specific curriculum related to the instrument).

This type of qualification is for teacher in music schools (elementary and secondary).

Continuing Professional CPD possibilities are available for teachers at Latvian Academy of Music; there Development (CPD) exists a study programme entitled ‘Professional music subject teacher’ (piano, accordion, strings, kokle, guitar, winds, percussions, music theory). Entrance requirements to this programme include a colloquium in music literature and theory, as well as instrument performance.

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TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions 1) Jāzeps Vītols Latvian Academy of Music

2) Riga Teacher Training and Educational Management Academy

3) Daugavpils University

Duration of study is as follows:

• A bachelor degree takes four years to complete

• A Master degree takes two years to complete

• A Doctoral degree takes three years to complete

Entrance requirements include secondary education diploma, audition in major, colloquium in major, colloquium in music literature and theory (solfeggio, harmony, form of music).

Employability A Bachelor /Master of Music /PhD allows the recipient to teach music education in primary and secondary schools, kindergartens, music colleges, higher education institutions

Continuing Professional CPD opportunities exist at the Latvian Academy of Music, such as colloquiums in Development (CPD) music literature and theory, and choral score reading.

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LITHUANIA

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM The music education system in Lithuania is a coordinated network, which consolidates the study curricula, defines age of pupils and students, and makes a balance in geographical location of music schools. There are about 100 music schools (studies starts from the age of 6‐7 and lasts 8‐10 years, 5‐10% of pupils later proceed the professional musician career), five conservatories‐art gymnasiums (middle section between music schools and higher music education, studies lasts four years), three art (music, fine arts, dance) schools (professionally oriented schools, studies starts from the age of 6‐7 until 18‐19) and the Lithuanian Academy of Music and Theatre (LMTA) ‐ the higher music, theatre, film, television and dance education institution, which has four faculties including its faculty in Kaunas. Besides the LMTA, Klaipeda University, Siauliai University and Vilnius Pedagogical University have music departments as well and a mission of these universities is to train music teachers for comprehensive schools. All these institutions belong to the Ministry of Education and Science of the Republic of Lithuania.

The National Law on Research and Higher Education (2000) introduced a binary system of higher education and thus two types of higher education institutions are validated – universities and colleges. According to the Law, higher education institution that offers the third cycle Doctoral studies, and confers the Doctor’s degree (PhD) belongs to the University level institutions. The Lithuanian Academy of Music and Theatre offers two types of qualifications in the third cycle: Doctoral degree (programme lasts four study years, degree offered – doctorate in the arts ‐ PhD) and other post‐graduate programme – ‘Art Aspiranture’ (two study years for music performers, composers, theatre, film and TV directors, degree offered – Licentiate of Arts). Therefore the LMTA belongs to the university level institutions in the group of fifteen Lithuanian public universities.

The LMTA started to develop the progressive ideas of higher education similar to those initiated later by the Bologna Declaration in the beginning of nineties. Getting towards the ‘Europe of Knowledge’, the structure of the LMTA programmes employs of tri‐partite division into: principal professional study (courses majoring in music, theatre, film and television, dance, which cover 50% of the study programme), supporting professional study (courses in general art education, courses in music history and theory, which cover 30% of the programme), and university level study (courses in general humanitarian and social education, which cover 20% of the programme). Carrying out the Bologna principles, LMTA promotes teachers’ and students’ mobility, recognition of study periods spent in the higher education institutions abroad. Since the academic year 1999/2000, LMTA organizes and coordinates international educational music, drama or film projects annually.

The second cycle study system ‐ undergraduate (Bachelor studies, four years) and graduate (Master studies, two years) has been launched at the LMTA and the first BA and MA diplomas were issued in 1995. About 10% of Master degree students continue their studies in the third cycle – Doctoral or Postgraduate course (‘Art Aspiranture’).

In 1995, the advanced system of national credits has been introduced. National credit is compatible with ECTS (one national credit equals to 1,5 ECTS). Since 2005 the Academy issues European Diploma Supplement (DS). In order to improve academic standards and quality of education, to facilitate transparency and recognition of qualifications, LMTA has implemented the internal quality assurance system in consolidation with the National Centre for Quality Assessment in Higher Education (member of European ENIC/NARIC).

Total number of • Twelve professionally‐oriented education institutions institutions • Four university level institutions

• Five conservatoires – non‐higher education institutions

• Three special music/art schools

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Total number of music Approximately 3.000 students

Funding State‐funding through the Ministry of Education and Science of the Republic of Lithuania. 50% of students are completely funded by state and 50% must pay tuition fee €290 per academic year. Universities can admit more students in all three cycles that state quota determinates if students pay full tuition fee. Students from non‐European countries and national students who want to obtain one more academic qualification are also charged full tuition fee.

Curricula The curriculum of professional music training is designed by the education institution and coordinated with the National Centre for Quality Assessment.

2‐cycle system 1st cycle: 4 years

2nd cycle: 2 years

Qualifications Bachelor of Music: professional qualifications ‐ music performer, conductor, composer, teacher. In the 1st cycle (Bachelor of Music degree), 3 study programmes are offered and the LMTA: art of music performance (25 specialisations like symphony or choir conducting, singing, piano, violin, clarinet, jazz, etc.), composition, general music didactics, musicology, and ethnomusicology. These specialisations appear on the title in parentheses, e.g. Bachelor of Music (Piano). Such specialisations as instrumental teacher, chamber or orchestral musician, pianist‐accompanist for performance students, appear on the ‘Diploma Supplement’ only.

There are also additional specialisations. Those who study music performance may select the following specialisations: teacher of musical subjects, teacher of interdisciplinary piano, teacher of music at secondary school, church organist, students of orchestra conducting ‐ symphony orchestra and opera conductor, military orchestra conductor, choir conductors ‐ children‐choir conductor, conductor of a church choir, folk instrument students ‐ conductor of folk‐instrument ensemble, conductor of accordion ensemble. Wind‐instrument performer in addition to main specialisations may select a specialisation of big band conducting or wind‐instrument orchestra conducting. Each student may select 1‐3 specialisations, which appear on the ‘Diploma Supplement’ only.

Master of Music: Within the Master of Music, four study programmes are offered: art of music performing (26 specialisations like symphony or choir conducting, singing, piano, violin, clarinet, piano‐accompaniment, chamber musician, etc.), composition, musicology, ethnomusicology, general music didactics, and music pedagogy. The specialisations of music performing study programme appear on the title in parentheses, e.g. Master of Music (Piano). Students of music can select from the following additional specialisations: artist (soloist), chamber music artist, pianist‐ accompanist, teacher of musical subjects, teacher of interdisciplinary piano, teacher of music at secondary school; students of orchestra conducting ‐ symphony orchestra and opera conductor, military orchestra conductor; choir conductors ‐ children‐choir conductor, conductor of a church choir; folk‐instrument students ‐ conductor of folk instrument ensemble, conductor of accordion ensemble. Wind‐instrument performer in addition to the main specializations may select specialization of big band conducting or wind‐instrument orchestra conducting. Each student may select one to three

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specialisations, which appear on the ‘Diploma Supplement’ only.

Entry requirements (2nd Completed first cycle; successful audition (for music performers) or composition cycle) portfolio (for composers); successful colloquium (test on music theory, music history, and general knowledge of culture and science).

% of students who About 50% of Bachelor diploma holders proceed to the second cycle. continue with 2nd cycle

3rd cycle Doctoral degree studies offered for those studying musicology, ethnomusicology, theatre theory and history; takes four years; includes research thesis; degree conferred: Doctor of Humanities (PhD).

‘Aspiranture of Arts’ offered for performers and composers; course takes two years; level of this postgraduate course is considered as higher than second cycle qualification, but lower than PhD; include performance (or composition ‘portfolio’) and research thesis. Qualification degree conferred: ‘Licentiate of Arts’.

The third cycle study is offered at the Lithuanian Academy of Music and Theatre.

Credit point system Institutions in Lithuania have introduced the system of credits for measuring the amount of study and promoting student exchange. ECTS system established at the LMTA in 1995. National credit point system is compatible with ECTS (one national credit equals to 1,5 ECTS credit; BMus – 160 national credits, 240 ECTS; MMus – 80 national credits, 120 ECTS).

Quality assurance According to the Lithuanian National Law of Higher Education, each university in Lithuania must undergo an assessment of each existing study programme every eight years. This national system of external quality assurance covers all study fields including music education. The first evaluation of a music study programme was conducted in 1999. The quality assurance process makes use of a self‐evaluation report, visitations by peers, and a visitation by a group of experts from the National Centre of Quality Assurance. In 2002, the practice of assessing programmes by inviting foreign experts was introduced. According to the national law for assessment of education institutions, groups of experts are formed from the representatives of higher education institutions, ministries, professional organizations, cultural organizations, and high‐level professionals. They are provided with information regarding general rules of assessment, national system and stages of assessment, methods and other materials (self‐assessment material, national law documents, etc.). The national quality assurance process is organized by the Lithuanian National Centre of Quality Assessment in Higher Education (see http://www.skvc.it). The accreditation process is discipline specific, as each study programme is assessed. Institutional evaluation of non‐university institutions (colleges) started in 2005 and is projected to start for universities in a few years. The process is organized nationally and all evaluation reports are published. External evaluation of new and existing study programmes is compulsory as is the accreditation of existing study programmes. The first cycle of evaluation and accreditation of the study programmes is in its final stage. If the study programme does not receive national accreditation, the higher education institution is asked to improve the programme within two years according to the recommendations of experts. If the study programme is not improved according to specific recommendations during the

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two‐year period, the institution is not permitted to offer the programme of concern any longer. Consequently, this means that the budget of this institution will be reduced accordingly which could result in a drop in enrolment and a consequent loss of faculty.

Documents on standards used for accreditation are available on the web page of the National Centre of Quality Assessment. The web page has been updated recently. Currently the information is available only in the Lithuanian language. An English version will be online soon.

Employability The titles of specializations are related to employability. As an example, title ‘soloist’, ‘chamber ensemble artist’ or ‘symphony orchestra and opera conductor’ describe essential competence of the profession, which allows to be employed and have such position as is identified in the title of specialisation.

Academic year Academic year is divided into two semesters with the autumn semester running from September 1st until January 22nd and the Spring Semester from February 5th until June 25th. Entrance examinations are from July 1st to 4th.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in Lithuania to be musically trained prior to entering higher education.

TYPES OF PRE‐COLLEGE EDUCATION

Music as a subject in Music training in comprehensive schools aims to develop music perception comprehensive schools (muzikos through listening to music. It aims to acquaint children to the main elements of lavinimas vidurinėje mokykloje) the musical language, to introduce them to music history and development and the greatest composers and their music.

Pupils do not receive instrumental lessons. Some schools may use keyboards, flutes or folk music instruments during their music lessons. As part of their education, many schools offer pupils to perform in school choirs and orchestras.

The study load of music at the comprehensive school is two classroom hours per week in the first through fourth school years, then one hour per week in the fifth through tenth year and as an optional subject in eleventh and twelfth year.

Music and/or Art Schools (muzikos There are more than 100 Music and/or Art Schools in Lithuania that cater for mokyklos, meno mokyklos) about 30.000 pupils from 6 to 15 years of age. Music and/or Art Schools are situated in all regions of Lithuania (geographical balance).

Music and/or Art Schools offer music studies only, without general education. Schools offer a seven year national curriculum which includes music performance (piano, string instruments, accordion, wood‐wind and brass instruments, folk instruments), aural training and basics of music theory (musical language), music history, and ensemble/orchestra/choir. Music and/or Arts Schools traditionally focused on classical music, but over the last years, the curriculum has been giving space to some pop and jazz music education as well.

Music and/or Art Schools do not aim to train future music professionals; they raise well educated music listeners and amateur players. However, 5‐10% of graduates from Music and/or Art Schools pursue vocational music training studies at a conservatoire, and therefore, such studies can be recognised as a module of vocational training for those students.

Conservatoires (konservatorijos) 5‐10% of graduates from Music and Art Schools enter conservatoires for pursuing a vocational qualification in music. There are four conservatoires, situated in the largest towns of Lithuania (Vilnius, Kaunas, Klaipeda, and Siauliai).

Conservatoires provide general education with music education at a high level. Graduates receive a music diploma (vocational qualification) as well as a school‐ leaving certificate (secondary education).

To enter a conservatoire, students should have a certificate from a Music and/or Arts School, and they have to pass an entrance examination. Studies last four years and follow a national curriculum. There are about 1.000 students

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from the age of 14 to 19 at the conservatoires as for 2006.

The vocational qualification enables students to find work as musicians in small orchestras, ensembles or bands (folk music ensembles, brass bands and other small art companies). Many graduates, though, continue their education at the Lithuanian Academy of Music and Theatre and other higher education institutions.

Professionally oriented Music/Art Exceptionally talented children from the age of 6 to 19 can go to professionally Schools/ Gymnasia (meno oriented Music/Art Schools/ Gymnasia. There are four such schools: National M. mokyklos, meno gimnazijos, K. Čiurlionis Art School, Eduardas Balsys Art Gymnasium in Klaipėda, Juozas muzikos gimnazijos) Naujalis Music Gymnasium in Kaunas, and Vytautas Mikalauskas Art School in Panevėžys. The professionally oriented Music or Art Schools combine general education with music education at a high level. The schools aim to train students for further studies at university level higher education institutions, first of all ‐ the Lithuanian Academy of Music and Theatre ‐ and for the further professional musician’s career.

Students are accepted after entrance test where their aural and rhythmic skills are tested. They then enrol in a twelve year national curriculum. Next to general education, schools offer studies majoring in music performance (piano, string, wind and brass instruments, choir conducting), composition, and musicology; pupils acquire fundamental knowledge on music theory and history and perform in orchestras and chamber ensembles. All students need to gain a basic level of piano playing as well.

90% of the graduates from the professionally oriented Music/ Art Schools/ Gymnasia proceed to higher music education; many graduates are already prize‐winners at international competitions.

Note: Music and/or Art Schools and Gymnasia, Conservatoires and professionally oriented Music and/or Art Schools are funded by the state. Pupils of Music Schools pay a small tuition fee.

‘Junior Department’ of the The Junior Department of the Academy is open to young pupils, but in some Lithuanian Academy of Music and cases, adults are accepted as well. The department is mainly used for teacher Theatre training, meaning that students from the Academy teach the pupils in the Junior Department as part of their own studies. The focus lies on amateur training.

Some pupils may turn out to be very talented. They are advised to go to a Conservatoire; after graduation they can apply for the Bachelor studies at the Academy.

Preparatory Course The Lithuanian Academy of Music and Theatre in Vilnius has a two year preparatory course for singers, leading directly towards the entrance examinations of the Bachelor studies at the Academy.

Private tuition Qualified teachers provide instrumental and vocal tuition, outside of any institutes or general education systems. Private tuition is not very popular in Lithuania, although this may change in future, due to the fact that there are not many teacher jobs in state funded music schools.

Non‐formal music education is given at some private music schools, schools of

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aesthetical training, and clubs.

ADDITIONAL INFORMATION

There are strong formal links between state‐funded music schools and higher music education institutions, which is illustrated by the existence of a National Coordinating Council of Music Education, where representatives of all types of institutes meet. The Council is an advisory institution to the Ministry of Education, which, for instance, deals with composing curricula in state‐funded music schools. As a result, the curricula of music schools are adjusted to the entrance requirements of higher music education institutions.

STUDENTS ENTERING HIGHER MUSIC Lithuanian Academy of Music and Theatre, Vilnius: Most students come from EDUCATION the Professionally Oriented Music or Arts Schools or Gymnasia. Many students come from Conservatoires. Some students come from Music and/or Art Schools.

SPECIAL FACILITIES FOR TALENTED Lithuania has many facilities for talented students. There are private funds, but STUDENTS AT PRE‐COLLEGE LEVEL also stipends provided by the Ministry of Culture, that allow students to study abroad or travel to be able to enter competitions.

There are different competitions within the country itself as well. There are special competitions for young musicians; other competitions accept youngsters as well as professional musicians (e.g. M. K. Čiurlionis International Piano and Organ Competition, International Jasha Heifetz Competition for violin, and other competitions).

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Music teacher training is provided on higher education level both for instrumental and vocal music education in Lithuania. According to the latest Higher Education Reform and follow‐up legislation (in 2009 and in 2010), teacher’s qualification is a regulated profession in Lithuania. Only those who are granted teacher’s professional qualification may enter the professional life and work as music teachers in primary education schools as well as instrumental and/or vocal music teachers in pre‐college level schools.

Music teachers for primary and secondary schools are trained at the Vilnius Pedagogical University, Klaipėda University Faculty of the Arts, Šiauliai University were study programmes on music education (both first and second cycle studies) are offered. Kaunas Faculty of the Lithuanian Academy of Music and Theatre also offers the study programme of general music didactics (both first and second cycle studies).

Instrumental and vocal music teachers for pre‐college schools (music schools, art schools and music gymnasiums, colleges and conservatoires), are mostly trained at the Lithuanian Academy of Music and Theatre where the master’s degree study programme in music pedagogy is offered (two years, Master of Art Pedagogy degree, teacher’s professional qualification), and optional/parallel studies in music pedagogy (in both cycles – first and second cycle) in addition to the study programme of art of performance are offered. Music Training Study Centre of LMTA offers pedagogical studies according to the non‐degree study programme (duration – one year), to which persons having obtained the higher education qualification are admitted seeking to become teachers.

According to the legal requirements for HE study programmes in Lithuania (2010‐01‐08, Order No V‐54), all the study programmes aimed at training a teacher and conferring teacher’s qualification should be registered in the study area of Pedagogy (no longer in the study field of Arts or Music), and are regulated by national requirements for teacher’s professional qualification. The knowledge and comprehension, skills and values provided in the Schedule of Teachers’ Professional Competencies are acquired during pedagogical studies, the scope of which must be not less than 60 ECTS (40 national) credits. Pedagogical studies comprise of theoretical part and pedagogical practice. The scope of theoretical part must be not less than 30 ECTS (20 national) credits. Priority is for teaching methods, psychology, pedagogy, and this theoretical part includes theoretical or both theory and practice integrating final project of pedagogical studies. The part of pedagogical practice must be not less than 30 ECTS (20 national) credits. Recommended general education studies in pedagogical studies include: philosophy of training, improvement of the foreign language, culture of the professional language (national). Those who study music performance can also pursue teacher’s qualification by selecting parallel studies in education or music pedagogy. Minimum requirements are: the curriculum should include not less than 30 ECTS of theoretical studies and not less than 30 ECTS of teaching practice.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Teachers of single classical, folk and jazz instruments, vocal, choral conducting, music history and music theory teachers are trained at the Lithuanian Academy of Music and Theatre (piano, organ, harpsichord, vocal performance, choral conducting, wind, string, folk and jazz instruments and percussion, music theory and criticism, folk music studies) and Klaipėda University (piano, choral conducting, vocal performance, string, wind, folk and jazz instruments).

Structure and Curriculum Lithuanian Academy of Music and Theatre offers a second cycle study programme in Music Pedagogy, and also parallel music education studies for those who study music performance in both first and second cycles. Successful students who have

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gained essential competences in teaching theory and practice and meet the requirements for regulated teacher’s profession are conferred teacher’s qualification.

Entrance requirements for those who enter the first cycle studies are: secondary education certificate, exam on music theory & history (musicology), and audition on principal instrument/voice. Entrance requirements for those who enter the second cycle studies are: bachelor diploma in music or music education; oral examination (interview).

The graduates of Bachelor and Master of Art of Performance study programme are awarded only the professional qualification of a performer (or conductor). This becomes a hindrance further on in their career in music teaching. Therefore, from the year 2009, students are offered extra pedagogical modules as optional subjects or most of the graduates of bachelor studies choose further music pedagogy master studies. These studies are the continuation of the first level studies where students must be able to apply pedagogical theory and practice. Graduates of this field must write the Master thesis on music pedagogy and study didactics and pedagogy history disciplines. They are offered the opportunity to achieve wider university education of liberal arts.

From 2010 the LMTA pursues the third cycle art doctoral studies (four years); art doctor’s degree is awarded upon the completion. This degree confers the opportunity to lecture in a higher school.

Admission to bachelor studies is organised by the Association of Lithuanian Higher Schools. Admission to the second and third cycle studies is pursued in higher schools. For the entrants to pedagogy field study programmes a motivation test is compulsory (e.g. Entrance requirements of the Lithuanian Academy of Music and Theatre: see below).

First cycle

For Art of Performance entrants: As part of the implementation of higher education reform, the admission procedure has been changed in 2009: admission of students to all study programmes is organised on a general basis, common principles of admission score formation have been adopted for all art study 5 programmes: KB=EP1 0,5 + EP2 0,2 + LK4 0,2 + UK 0,1.

An entrance exam consists of the performance of a music programme and an interview about study programme issues. The purpose of the interview is to discuss the student’s motivation to study art of performance and check his/her artistic sophistication. Each branch of the study programme has a specific music programme. Requirements to entrance exams have been coordinated with training programmes of music education establishments in the lower studies

5 EP1 – entrance examination grade; EP2 – grade received in the final school exam in musicology (or music – for vocal performers)*; LK3 – annual grade in the Lithuanian language; LK4 – grade received in Lithuanian language final exam; UK – annual grade in foreign language (English, German, French, Russian). * Until 2009, the grade received in the final school exam in musicology used to be increased by 2 points; since 2009 the final school exam in musicology is equivalent to the final state exam.

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cycle; they have been tested in practice and have proven useful in selecting the most talented students.

Second cycle

For Art of Performance entrants: The admission score (KB) for those applying for postgraduate study programmes at the Lithuanian Academy of Music and Theatre consists of a sum of entry examination grades and the grade point average of the undergraduate diploma appendix, multiplied by weighted coefficients: KB = EP1 6 0.55 + EP2 0.25 + BP 0.2. (In cases when applicants get equal admission scores, the priority goes to those who received a higher grade in their proficiency (Art of Performance branch) examination.)

Minimum requirements for applicants include an undergraduate degree in music and profession qualifications as performer. The requirements are sufficient for admission of students to the second cycle of studies. Students who do not pass the threshold for state‐financed slots have an opportunity to pay for their tuition.

An entrance exam consists of the performance of a music programme and an interview about study programme issues. Instead of the first part of the examination (performance of a music programme), LMTA graduates who have completed undergraduate studies earlier that year have their grade of the final examination scored up. The purpose of the interview is to discuss the student’s motivation to improve his/her performing arts skills, career plans, check his/her artistic sophistication, communication and general skills.

For Music Pedagogy entrants: The minimum requirements set to the entrants are as follows: the Bachelor’s degree in music, professional qualification of a music teacher or a performer (with a corresponding number of credits in pedagogical subjects). These requirements are sufficient to admit students who are prepared for the studies of the second cycle. The students who do not win the competition to the places financed by the State have the possibility to study by paying for their own education.

Professional suitability, knowledge and skills of a future teacher are tested during the entrance examinations. The entrants to the Music Pedagogy Master’s studies take two examinations: playing the instrument, singing or conducting and an interview. Those individuals who completed the LMTA studies earlier (not in the same year) and those who graduated from other higher education institutions and who have the Bachelor’s degree and a professional qualification of art of performance (playing the instrument, singing or conducting) have to undergo a professional test at a relevant department of art.

The mark of the final examination of Bachelor studies in the instrument, singing, and choral conducting is valid for those individuals who enter straight after the Art of Performance Bachelor studies. Problems of several subjects constitute the contents of the questions of the interview of the Music Pedagogy study programme: the ability to analyse music compositions from the pedagogical

6 KB – admission score; EP1,2 – grades of entry exams; BP – grade point average of the undergraduate diploma appendix.

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aspect (the programme of the final examination in speciality of Bachelor studies); general knowledge of psychology and pedagogy acquired during Bachelor studies; summarising of individual pedagogical practice; understanding the Lithuanian music teaching system; a gift for a future pedagogical activity.

The following is assessed: the entrant’s knowledge, the ability to answer the questions exactly, to express and substantiate one’s opinion, to present one’s ideas and statements coherently, to use the language correctly.

Students acquire theoretical knowledge and possess practical skills, new teaching methods, get acquainted with the latest literature, and train abilities of combining theory and practice. The Master Degree study programme on Music Pedagogy aims are to train a highly qualified music teacher by deepening students’ knowledge in music pedagogy and music‐related areas, introducing newest pedagogical theories, and developing artistic skills. Graduates possess verbal, writing, and leadership skills, can analyse, evaluate and solve pedagogy‐related problems, can lead pupil ensembles and successfully realise artistic ideas.

The general scope of studies, the scope of individual subjects or their groups, final examinations, students’ independent and class work comply with the requirements laid down in the legal acts regulating studies.

Pedagogical studies have been compiled according to the requirements laid down in the document ‘Teacher Training Regulation’ (of 5 December 2008 and newly approved on 8 January 2010). On the basis of the newly approved Regulation, the scope of pedagogical studies, which consist of a theoretical part and a pedagogical part, must be at least 40 credits (60 ECTS credits). The contents of pedagogical studies are devoted to acquiring competencies of the teacher’s profession and established knowledge, to developing abilities and values. The scope of the theoretical part of pedagogic studies in the Music Pedagogy study programme is 20 credits (30 ECTS credits). This part includes the investigation into the pedagogical activity (the final degree project of pedagogical studies) to which two credits (3 ECTS credits) are assigned and the Master’s work consisting of 8 credits (12 ECTS credits) thereby it is proved that an individual understands acquired theoretical knowledge and is practically able to make use of it and his skills. Pedagogical practical work consists of 20 credits (30 ECTS credits).

Deepening subjects include 22 credits (33 ECTS). The subject ‘Specialisation alternatives’ ends in the Final Art Project the scope of which is five credits (7,5 ECTS), and it reveals creative abilities that have been deepened during Master studies (e.g. Music Pedagogy study programme in Lithuanian Academy of Music and Theatre: see below).

Logical relations and the sequence of Music Pedagogy study subjects are based on the aspiration to deepen the acquired music Bachelor competences and to extend them imparting pedagogical knowledge:

• To consistently broaden students’ knowledge in the areas of psychology (Psychology of Teaching Music), pedagogy (Alternative Systems of Education, Development of Musical Abilities), education management,

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information technologies (Information Technologies and Teaching of Music) (semesters I‐III); • To broaden the acquired knowledge of art and skills, deepen professional training in the studies of instrument pedagogy and subjects of pedagogical practice accentuating those aspects, which will be especially important in future pedagogical work (all semesters); • To purposefully develop analytical scientific abilities of the student acquainting him/her at first with the basic principles of the research activity (methods of research work, semester II), later applying, deepening and expanding this knowledge in the course of preparing research and Master work (semesters III‐IV).

Alternative Systems of Education, Psychology of Teaching Music, Development of Musical Abilities, Management of Education, Research work, Master’s work are compulsory subjects of an expanding nature. These are knowledge and skills, which the students have not acquired when studying in the first cycle and which form the essence of the Music Pedagogy programme.

Employability Students who entered bachelor and master study programmes in music field up till 2010 will be awarded the Bachelor or Master of Music degree and a performer’s/conductor’s/composer’s professional qualification. Those who entered the study programmes in music field from 2010 will be awarded only Bachelor or Master of Music degree. From 2010, all the programmes preparing teachers had to be registered into the Pedagogy studies field. The students who entered the programmes of this field from 2010 will be awarded Pedagogy or Art Pedagogy degree and teacher’s professional qualification.

Only upon acquiring the teacher’s qualification it is possible to work as a teacher.

Instrument/vocal performance/conducting teachers have the possibility to teach instrument/vocal performance/conducting subjects in specialised schools, to lead art collectives in training establishments. According to the Academy qualification requirements, individuals holding not less than the second cycle degree are able to apply to the lecturer’s position at the higher school.

Colleges and art gymnasiums require specialists with professional Master qualifications. Non‐university higher education (colleges) graduates, also university bachelors and masters of art faculties, are employed in music and general education schools of Lithuania. As there is a shortage of specialists, graduates of non‐university level music schools also successfully work at music and general education schools in periphery.

Conservatoires employ teachers who hold bachelor and master degree, higher education institutions usually employ those degree holders who graduate from the third cycle.

It is preferred that subjects of art of performance should be taught by the graduates who have acquired enough professional and artistic skills in art performing. It is important as in elementary training stages if wrong art performing skills are created; the way is totally blocked not only for the

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performer’s training, but for playing the instrument as such. Training of such skills and teaching experience formation is the priority of the LMTA pedagogical programmes.

Following the laws of Lithuania teacher’s professional qualification is necessary for a teacher seeking to work as a teacher. Teacher’s profession is in the list of state regulated professions.

Continuing Professional There are also some professional development centres, based in the same Development (CPD) institutions, e.g. Methodical Centre of the National M. K. Čiurlionis Arts School or the Music Teaching Study Centre at the Lithuanian Academy of Music and Theatre.

One of such most advanced is the Music Teaching Study Centre at the Lithuanian Academy of Music and Theatre established with the support of European Structural Funds and applying modern distance and other progressive learning methodologies in its activities.

This centre is also one of the connection points of main music education institutions in Lithuania – Lithuanian Academy of Music and Theatre with other levels of music education.

To pedagogical studies according to the non‐degree study programme individuals with the qualification of higher education are admitted seeking to become teachers or already working as teachers. In the LMTA this sort of study is organised by the Music Teaching Study Centre (from 2006). The duration of Music Pedagogy studies is one academic year, workload – 60 ECTS credits. Students take Pedagogy, Psychology, Didactics, Music Pedagogy, Methods subjects and have pedagogical practice at schools. Some part of study programme is done by distance learning. Upon the completion of the studies graduates are able to work as music teachers in formal and non‐formal educational establishments.

The Lithuanian state supports the teachers’ refresher development and encourages them to develop their competencies to provide high educational quality and allots some funds for teachers’ refresher studies. Teachers’ refresher development is organised by educational centres, refresher course centres, university continuous study institutes. At the LMTA the teachers’ refresher courses are organised by the Music Teaching Study Centre (from 2005), and lectures, seminars on qualification improvement are delivered cooperating with the Academy departments and music schools, and master class courses, conferences are arranged. The events are delivered by experienced Lithuanian, foreign lecturers – pedagogues, performers, educational managers. Per year about 700 people participate in such events of the LMTA.

In 2006‐2008, the implemented project ‘Music Teachers Qualification Improvement System Development Implementing Lifelong Learning Possibilities by Innovative Methods and Forms’ by the Lithuanian Academy of Music and Theatre and supported by the Republic of Lithuania and ES Structural Funds offered possibilities for teachers’ skills improvement by distance learning: 24 virtual distance learning courses have been prepared when the learning process is coordinated by the pedagogue tutor. The courses provide not only knowledge

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and information, but also give opportunity to learn by cooperating and communicating and sharing experience. This model is very popular, as its flexible way allows the learning people to plan their work better and to study in a convenient place at convenient time.

A coordinating and methodical support function is performed by the Music Training Coordination Council, the chairman of which is Professor Eduardas Gabnys, Rector of the Lithuanian Academy of Music and Theatre.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Music teachers for general education schools are trained at the biggest regional universities: at universities of Klaipėda, Šiauliai, Vilnius Pedagogical University, and Kaunas Faculty of the Lithuanian Academy of Music and Theatre, where general music didactics programmes are offered. Graduates of these higher education institutions acquire a Bachelor’s Degree in Art Pedagogy (programme duration four years) and a Master Degree in Art Pedagogy (two years). Pre‐ graduates in this field acquire theoretical knowledge and practical skills, progressive teaching methods, get acquainted with the latest literature, and train abilities of combining theory and practice. Master Degree study programme helps to form original thinking, develops knowledge and skills. The most gifted graduates continue pedagogical studies in the third level (postgraduate studies) and four years later defend a doctoral thesis.

Similar study programmes are carried out by three other higher education institutions: Kaunas University, Šiauliai University, and Vilnius Pedagogical University. The programme of music didactics carried out at the Kaunas Faculty of the Lithuanian Academy of Music and Theatre distinguishes itself in its individuality additionally forming the most significant music competences: skills of playing the piano, of classical singing, of conducting and leading a choir; general and value‐based competences, practical fundamentals of a profession are laid following the principle of continuous pedagogical practice; it is sought to achieve that the contents of the study programme should be contemporary and practically applicable to the professional activity. The general music didactics programme is based on the synthesis of the Lithuanian traditions of pedagogy and the world educational systems. Specialists trained most often become employed in the city of Kaunas or its district; after graduating from the same institution they form an original culture of musical training in the district. Persons upon the completion of bachelor degree of the General Music Didactics study programme can be employed as music teachers in the secondary schools and gymnasiums, can lead children musical collectives and work in other establishments related to education and artistic activities. Upon the completion of this programme graduates can continue art studies or social studies in master degree programmes. After completing the master degree studies in General Music Didactics, studies can be continued in social science doctoral study programmes.

The following unique elements of the programme are singled out:

• It is sought that in the course of studies alongside theoretical training (general humanitarian education, knowledge of pedagogy and psychology,

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understanding the basic guidelines of musical education) a future teacher should acquire skills of artistic expression (singing, playing the piano, conducting).

• Additional attention in the programme is devoted to the formation of capabilities of leading musical collectives (choirs); it is expected that future specialists will play an important role in continuing the traditions of Lithuanian choral singing.

• The international context is observed in the contents of the programme; the students become acquainted and value not only the best Lithuanian traditions of training pedagogues but also systems that are recognised worldwide.

Structure and Curriculum Graduates of the higher education institutions above mentioned get a Bachelor’s degree in Art Pedagogy (programme duration four years) and a Master’s degree in Art Pedagogy (two years). Pre‐graduates in this field acquire theoretical knowledge and practical skills, progressive teaching methods, get acquainted with the latest literature, and train abilities of combining theory and practice. Master’s Degree study programme helps to form original thinking, develops knowledge and skills. The most gifted graduates continue pedagogical studies in the third level (postgraduate studies) and four years later defend a doctoral thesis.

Entrance requirements to bachelor degree studies are the same as to other bachelor study programmes. But for the entrants to pedagogy field study programmes a motivation test is compulsory.

General Music Didactics study programme (Lithuanian Academy of Music and Theatre). In the first cycle future musicians study piano music, conducting, singing, choir studies, the methodology of music education, the basics of vocal pedagogy, pedagogical practice, traditional Lithuanian music and culture, the methodology of teaching music theory, etc. Professional training is organized in three stages: introduction (students observe music teacher’s as performer’s work), pedagogical practice (students work as assistants to music teachers), and training at school (students work individually under the supervision of a teacher). The duration of training is 120 hours.

Music teaching study programme (Šiauliai University, Master). Future teachers holding a master’s degree in art pedagogy, comparative artistic development, music epochs and styles, the methodology and methods of research work, theory of music education, conducting various music ensembles, computer technologies in music, prominent world musical education systems, etc.

Professional training is organised in three stages: applied pedagogical research in music, conducting an ensemble of school students, and carrying out research. The duration of training is 352 hours. Organising and conducting lessons, communicating with students and other skills are consolidated and improved during the training.

Music teaching study programme (Klaipėda University, Bachelor). Future teachers of art pedagogy study philosophy, psychology, foreign languages, optional subjects of humanitarian, technological and social sciences and optional subjects

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of physics and biomedicine; history of music, introduction to music pedagogy, language of music, ear training, piano, conducting, singing, methods of musical education, school instruments, methods of choir management, etc.

Practical training is miscellaneous: students observe and analyse lessons of music, rehearsals and concerts of pupil’s musical bands; they organize lessons of music for pupils of various age groups, and work with students’ and pupils’ choirs or bands. The duration of practical studies is 400 hours.

Music teaching study programme (Klaipėda University, master). Future masters of art pedagogy study modern systems of musical education, methods of musical training, preparation of musical training programmes, methods of scientific research, aesthetics of music, philosophy of education, development of creativity, etc.

During practical training, the effectiveness of students’ educational ideas is verified. The duration of practical studies is 400 hours. During practical training, the skills of planning and organizing lessons, singings, playing a musical instrument, etc., are developed.

The study programme for music pedagogy is intended for persons who have obtained a bachelor’s degree and wish to become teachers of music.

Early and Primary Music Education study programme (Vilnius Pedagogical University, Bachelor). Future holders of a bachelor’s degree in art pedagogy study the history of music, computer technologies in music, the art of singing in an ensemble, and the art of playing an instrument and are familiarized with classical and ethnical musical instruments.

Practical training is organized in two stages: pedagogical and instructional training. Pedagogical training is organized in pre‐school educational institutions and in primary schools. The duration of practical training is ten weeks. During the training, the skills of organizing lessons, communicating with children of different age groups, etc. are developed.

This programme for music teachers is intended for individuals who have a secondary education and wish to become music teachers.

Education of Music study programme (Vilnius Pedagogical University, Master). Future holders of a master’s degree in music education study cultural studies and education, the paradigms of art education, cultural anthropology, the methodology of educational research, the management of education, musicianship education, digital technologies and art, world music, multimedia art, art education for special needs, didactics of music and digital technologies, etc.

Professional research training is organised in two stages: research training at educational institutions and preparation of a master thesis. The duration of training is 32 weeks. Research and other skills are consolidated and improved during the training.

This music education study programme is intended for individuals who have acquired a bachelor’s degree in fine arts, social sciences, or the humanities and

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would like to acquire a master’s degree in education.

Employability Only upon acquiring the teacher’s qualification it is allowed to work as a teacher.

University bachelors and masters of music pedagogy are employed in music and general education (primary and elementary) schools and pre‐schools (kindergartens) of Lithuania. Colleges and art gymnasiums require specialists with master professional qualification. Higher education institutions most often employ postgraduates.

As mentioned above, graduates from the first cycle get a Bachelor’s degree in Music Pedagogy and graduates from the second cycle get a Master’s degree in Music Pedagogy.

Continuing Professional There are also some professional development centres, based in the same Development (CPD) institutions, e.g. Methodical Centre of the National M. K.Čiurlionis Arts School or the Music Teaching Study Centre at the Lithuanian Academy of Music and Theatre.

Skills improvement centres offer various courses and seminars for music teachers. The Music Teaching Study Centre of the Lithuanian Academy of Music and Theatre has also prepared distance learning courses for music teachers.

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LUXEMBOURG

OVERVIEW OF MUSIC EDUCATION SYSTEM Music education in the Grand Duchy of Luxembourg is ruled by the Act of April 28, 1998, in particular addressing the harmonization of music education at community level, and by several grand‐ducal rules taken in accordance with the act. According to this act, music education in the Grand Duchy of Luxembourg has three objectives:

1. To arouse, develop and cultivate among young people the knowledge of music allowing them to participate in the musical life; 2. To offer young people a training specialized in the various musical disciplines, allowing them to make in‐ depth musical studies at higher /university level; 3. To offer adults training and improvement courses.

Musical teaching is organized by the community though subjected to the supervision of the Minister of Culture regarding the educational and cultural aspects, and by the Minister of the Interior for the administrative and financial aspects. Each specialized teaching includes, theoretically, the four following levels:

a) The lower level, ended by a First Grade Diploma; b) The medium level, ended by an Average Level Diploma; c) The specialized medium level, ended by a First Prize; d) The higher level, ended by a First Superior Degree.

The First Prize Diploma mentioned in point c) corresponds to the secondary level recognized by the State. The First Superior Degree mentioned in point d) is considered equivalent to a first year of higher studies. The examination to obtain the Higher Diploma will be carried out in conservatoires at national level.

Music education is given:

1. In conservatoires, ensuring education in all levels mentioned above. Moreover, conservatoires have to teach diction, drama, dance, teaching and methodology; 2. In music schools, ensuring music education at the lower and medium levels. Moreover, they can ensure, under conditions to be defined by grand‐ducal regulations, training in the specialized medium level; 3. Through courses ensuring music initiation in cooperation with the Ministry of Education and, if necessary, music education at the lower level.

The denominations of ‘Conservatoire’, ‘Music School’ and ‘Music Course’ are reserved for the institutions matching the criteria required for each above mentioned category. There are two types of teachers in music education in the Grand Duchy of Luxembourg: teachers and junior lecturers.

The requirements in the training, recruitment and remuneration of the teachers of conservatoires are fixed in accordance with the legislation concerning the community civil servant.

The requirements in the training, recruitment and remuneration of the junior lecturers in institutions of music education are fixed by grand‐ducal regulation taken in accordance with the Act of April 28, 1998, related in particular to the harmonization of music education in the community sector.

The students wishing to stand for a position of teacher in a conservatoire must have a degree in higher or university education recognized by the Minister in charge of higher education, and take a competitive examination to be admitted in the training course organized by the community or the association of communities which the conservatoire comes under the authority of. At the end of the training course, the applicant must pass a final 159

admission examination.

All the students applying for a position of teacher in music education must have a certificate showing they completed training in teaching and methodology. This certificate can be issued by a Luxembourg conservatoire or a recognized foreign institution.

With regard to junior lecturers, it is planned to set up a certificate of ability in music education.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Higher level music education in Luxembourg is provided through three conservatoires. However, these institutes do not provide a full higher music education programme and are therefore not possible to give out Bachelor or Master Degrees. Conservatoires have a two‐year higher education curriculum, which equals one year of Bachelor education. Most students continue their education abroad.

TYPES OF PRE‐COLLEGE EDUCATION

Conservatoire All three conservatoires in Luxembourg actually function like ‘regular’ music schools; they provide music education to all students, children as well as adults. As described above, conservatoires also provide two years of higher music education. The following text talks about pre‐college education at conservatoires.

Normally, students enter the conservatoire without entrance examinations. Conservatoires do not only provide music education, but, for instance, classical and modern dance and theatre too. The national curriculum which is being used divides the educational trajectory in three levels. Every level earns a student a diploma. Exams have to be taken every two years. Children enter the conservatoire at 6, and study until they are 16‐19 (talented students may finish earlier than regular students). Adults have a different curriculum which lasts eight years. Studies include instrumental/vocal tuition by conservatoire professors, theory subjects and ensemble and orchestra playing.

The final examination of the pre‐college education at a conservatoire can count as an entrance exam to the higher education department of the conservatoire. A student needs to receive a high score at the pre‐college final exam (at least 50 points out of 60, meaning ‘very good’) to be able to enter the higher education department. Exam juries often include external experts from abroad (Germany, France, Belgium, the Netherlands).

Conservatoires receive funding from the municipality (2/3) and the government (1/3). Students pay a small tuition fee.

All three conservatoires in Luxembourg provide pre‐college education:

• Conservatoire de la ville d’Esch‐sur‐Alzette • Conservatoire de Musique de la Ville de Luxembourg • Conservatoire du Nord Diekirch‐Ettelbruck

UGDA Music School (Ecole de The UGDA (Union Grand‐Duc Adolphe) is the National Federation of Music of musique) Luxembourg. The UGDA organises music education via their music schools that are spread all over the country, from cities to small villages. Schools follow a national curriculum, providing instrumental education (mostly wind instruments), theory classes and ensembles to children and adults.

UGDA music schools focus on amateur training and only provide a first diploma

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(inferieur) in music; students who want to continue their music education most often proceed to Junior Departments within conservatoires.

Luxembourg has a tradition of wind music. There are many fanfares that work closely together with UGDA music schools.

Schools receive funding from the municipality (approximately two‐thirds) and the government (approximately one‐third). Students pay a small tuition fee.

Municipal Music School (Ecole de Many municipalities have their own Music Schools. These Municipal Music musique) Schools follow a national curriculum, providing amateur education and some preparation for professional music training to children and adults. The level of Municipal Music Schools differs from school to school. Some are quite big and have reached a good level (e.g. Echternach, Dudelange).

Note: Most Music Schools and Junior Departments as described above focus on classical music and jazz music. Pop and rock music is not taught.

Music education as part of general Several general education schools place a special emphasis on music education. education These schools provide basic music theory classes and have choirs as part of their curriculum. The curriculum leaves space for instrumental tuition as well, but students receive those lessons at conservatoires.

Luxembourg knows many international employees. Their children often visit the International School or the European School. These schools pay much attention to music education and have their own choirs, ensembles and orchestras.

Private Music School There are Private Music Schools in Luxembourg. They normally only provide a lower level education, focused on amateurs. Private Music Schools often have a limited offer of instrumental tuition. Some use a special educational method, like Suzuki.

Private tuition Qualified teachers provide instrumental and vocal tuition, outside of any institutes or general education systems. Due to the high costs, private teaching it is not very popular.

ADDITIONAL INFORMATION

There are strong links between conservatoires and other institutes. There is a national committee of music education (Commissariat à l’enseignement musical) where representatives of all institutes meet, every two weeks, to discuss any topics related to music education (e.g. examinations, curricula). The committee has working groups that compose national curricula.

STUDENTS ENTERING HIGHER MUSIC Most students come from Junior Departments. Very few students come from EDUCATION Music Schools organised by municipalities.

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SPECIAL FACILITIES FOR TALENTED Luxembourg has competitions for talented young musicians, like the ‘Concours STUDENTS AT PRE‐COLLEGE LEVEL Luxembourgeois pour Jeunes Solistes’. There are youth orchestras and choirs. Conservatoires may provide longer lesson time or more lessons per week to talented students. There are private foundations that give out grants each year to students who excelled in their instrument.

Each year, the Conservatoire of the City of Luxembourg encourages the 200 students that had the best results at the final examinations by supporting them financially. Students receive up to 150€, which is essentially the money return of the study fee.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

In Luxembourg, the only type of teacher training is instrumental/vocal music teacher training. Graduates are prepared for employment in Luxembourgish music schools and conservatoires. The two institutions that offer such training are the conservatoires of Luxembourg City and Esch/Alzette.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

There are two institutions in Luxembourg that offer vocal/instrumental music teacher training: The Luxembourg Conservatoire and the Music Conservatoire in Esch/Alzette. Both of these institutions are conservatories (but not higher music education institutions).

Programme Structure The programme of study is a two‐year cycle vocational training programme. To be admitted to the programme, students are required to hold a diplôme supérieur of a Luxembourgish conservatoire (or foreign equivalent).

Teacher training in these two programmes is specifically aimed at pedagogical study, which is obligatory for music teachers with a new employment in music schools. Music teachers in conservatoires normally have a pedagogical study background they have obtained in European music high‐schools. Thus, subjects of study include music pedagogy, as well as methodology.

Curriculum As part of a larger curriculum, vocal/instrumental music teacher training complements the normal music education which is organized in four cycles, the last cycle being the division supérieur. After successful completion, the student receives a diploma of the same title. This is equal with the level of a first or second high‐school year.

Music education in Luxembourg is not a full specialised cycle; therefore there is no Bachelor or Master diploma to deliver. Students must study outside of Luxembourg to receive such certifications. Within Luxembourg, the final title to receive after the accomplished two years cycle of music teacher training is a Certificat d’aptitude à l’enseignement with the specification of the instrument, or for example certificat d’aptitude à l’enseignement du piano.

Employability Students who complete vocal/instrumental music teacher training in Luxembourg are eligible for job opportunities mostly in local music schools, which are organised by smaller cities and the Fédération Nationale de Musique du Grand‐ Duché de Luxembourg (UGDA). These students are trained for music lessons (instrumental/vocal, solfège) designated to children aged between 6 and 18 years, especially for lower levels. The upper levels are organised by the conservatoires.

Continuing Professional Continuing professional development opportunities are organised in music Development (CPD) schools and conservatoires by the commissariat à l’enseignement musical – a department of the culture ministry. Additionally, the Luxembourg Music Education Society organises three to four conferences per year.

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TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

General music education teacher training is not offered in Luxembourg; students have to leave Luxembourg for studies (Bachelor and Master levels) in other European countries.

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MALTA

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM

Malta is an island nation consisting of seven islands, of which only two are really inhabited. These are Malta Island and Gozo. This overview describes music life on those islands.

Total number of One: The Music Division of the Mediterranean Institute of the University of Malta provides higher institutions music education.

Total number of No information available. music students

Funding No information available.

Curricula The Mediterranean Institute offers undergraduate (Bachelor) and graduate (Master and Doctor), and postgraduate programmes in composition, performance, musicology and ethnomusicology.

In the first year of first cycle, students need to receive 26 credits in Music, 26 credits in a subsidiary area, and 8 credits in optional study‐units. At the end of the first year, students opting to follow the Honours degree in Music will be required to choose one of the following streams: Musicology, Performance or Composition. In the second year of first cycle, students need to receive 46 credits in Music, 10 credits in a subsidiary area, and 4 credits in optional study‐units. In the final (third) year of Bachelor, students need to gain 60 credits in Music subjects. Requirement for Award of B.A. (Hons.) in Music: 180 credits, of which 132 in Music as in the programme of studies.

The Masters programme takes between 15 months and 3 years. The program aims at helping students deepen their knowledge and skills in one particular discipline while broadening their understanding and application of research methods and related intellectual paradigms. The Division also emphasizes increasing familiarity with diverse musical traditions, especially those of the Mediterranean.

2‐cycle system 1st cycle: three years, 2nd cycle: “not less than 15 months and not more than 3 years in the case of full‐time study; and not less than 30 months and not more than 5 years in the case of part‐time studies”.

Qualifications B.A. (Hons.) in Music, Master of Music, Doctor of Music

Entry No information available. requirements (2nd cycle)

3rd cycle The Mediterranean Institute offers a doctorate in music, in composition, performance or musicology. It should take “not less than three years and not more than five years in the case of full‐time studies; and not less than four years and not more than eight years (which should normally include one year of full‐time study) in the case of part‐time studies”.

The requirements are:

(a) for composition: successfully present and defend a portfolio of new and original compositions

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that includes large scale work such as opera or oratorio during a viva voce examination; or

(b) for performance: successfully present at least four public recitals (that must include large scale works with orchestra), at least two chamber music performances, and the successful defence of a dissertation on the subject of performance during a viva voce examination. All the recitals, including the chamber music performances, except for the final recital, shall be assessed by the supervisor and at least another examiner. They shall use standard criteria and assign a mark and grade which shall contribute towards the final result. The final recital together with the dissertation shall be assessed under normal examination conditions and shall be given a weighting of 65%; or

(c) for research in musicology: successfully present a critical and analytic edition of a score of major proportions and historical significance available in manuscript form or dated version and its successful defence during a viva voce examination.

Credit point The Mediterranean Institute has implemented the European Credit Transfer System (ECTS). system

Quality No information available. assurance

Employability Graduates may find employment in teaching, the recording industry, professional orchestral playing, a freelance life as a professional composer or performer, cultural management and administration, and job opportunities in the entertainment sector and the media. In addition, a degree in music is sometimes considered as an asset by employers seeking formal evidence of professional training in creativity from prospective employees.

Academic year The academic year is divided into two semesters that run from October to January and from February to May.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Note: The Maltese general educational system is based on the British system. Primary school lasts 6 years, which is for children from 6 to 11 years of age, and secondary schools cater for children from 11 to 16. After that, students may opt to continue their studies at a ‘sixth form college’.

TYPES OF PRE‐COLLEGE EDUCATION

Village band/band club Malta has a long tradition of so called ‘village bands’, or ‘band clubs’. Almost every village or city has (more than) one. Most bands consist of woodwinds, brass instruments and percussion.

The musical education (instrument and theory) of the members of a band club is mostly managed within the club itself. Some students reach a very high level, and may continue their studies at higher music education level.

The wind and brass sections of the Malta Philharmonic Orchestra are involved in bands as well; many players are conductors of bands.

Music School (School of Music) Malta knows two State Schools of Music that offer music education outside of the general education system: the Johann Strauss School of Music in Malta, founded with the help of the Austrian Government in 1975, and the Gozo School of Music in Gozo that followed a few years later.

Both schools are open to students from all ages and stages. Students may enter the schools after a short entrance test. They often start at six years of age with a two‐year basic course based on the Orff system.

Students will receive instrumental/vocal tuition, and theory classes. The schools have orchestras, ensembles and choirs.

There is no national curriculum for Music Schools, however both schools have developed their own curriculum. Students need to take internal examinations for both instrumental and theory subjects. If students fail an exam, they may repeat the study year once. If they fail an exam twice, they must leave the school.

Both schools are state funded: students pay a very small tuition fee.

Music education within the general The national curriculum for general education in State Schools includes music. education system However, its implementation is, so far, rather limited. Music is taught to some degree by music teachers, and varied musical activities take place – but instrumental/vocal tuition is not included in this. A few private schools have a more extended offer of music education.

Private tuition Many teachers provide instrumental and vocal tuition, outside of any institutions or general education systems. Private tuition is very popular and has always formed a large part of all music teaching taking place in the Maltese

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islands. Students are prepared for external examinations – the British external examination system is widely used. As formal instrumental/vocal teacher training within higher music education does not exist so far, most teachers bank on their own experience. A few have received formal training abroad. A number of teachers are members of professional associations such as ESTA and EPTA.

Sixth form The sixth form is an optional two‐year educational course, provided at several institutions in Malta, both state and private. It prepares students for the Matriculation Certificate, which is necessary to be able to enter the University of Malta.

Students study six subjects; music could be one of them.

Music classes deal with various topics related to music, but instrumental/vocal music training is not provided. Students would normally study with a private teacher, or at a School of Music. The sixth form does offer ensemble lessons.

As of 1995, the University of Malta Junior College became the largest sixth form in Malta and Gozo.

International Baccalaureate (IB) One International School in Malta has been offering an International Baccalaureate Diploma Programme, comparable to the sixth form. A second school is starting an IB programme as from September 2009. Under certain conditions, the IB diploma is comparable to the Matriculation Certificate, and allows students to enter the University of Malta.

As with the sixth form, music can be part of the curriculum, but no instrumental/vocal music lessons are offered.

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Most students entering higher music education have studied with private EDUCATION teachers. Few may come through band clubs, or the Schools of Music.

SPECIAL FACILITIES FOR TALENTED There are no such facilities. STUDENTS AT PRE‐COLLEGE LEVEL

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

The University of Malta is the only higher music education institution offering instrumental/vocal music training in Malta. To be able to enter, students must have the usual qualifications needed to enter university (matriculation certificate obtainable in sixth form]. On top of that, a music students’ Matriculation Certificate must include music. A grade 8 certificate from the British external examination system, which must include both instrument (or voice) and theory, is accepted as a qualification alternative to the Matriculation Music certificate. Students over 23 years of age are considered as ‘mature students’ and require less stringent paper qualifications for many University courses. The university does not have instrumental/vocal entrance examinations, but prospective students may be asked to play at an audition, especially if they intend taking a degree in performance.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Please see above.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

The University of Malta offers music teacher training for music teachers in general education at primary and secondary level institutions.

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THE NETHERLANDS

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Higher music education in the Netherlands is offered in nine conservatoires (since the conservatoire of Arnhem, Enschede and Zwolle were merged into one institution, ArtEZ). Conservatoires are not embedded in ‘traditional’ universities (aimed at scientific knowledge and research), but in Universities of Professional Education (UPEs). Conservatoires are mostly named (or seen as) ‘Faculty of Music’ or ‘Department of Music’ within the UPE. About half of the UPEs offering conservatoire education are so‐called mono‐sectoral UPEs. Those UPEs offer education only in the sector of Arts (one or more of the artistic disciplines music, dance, drama, fine arts, audio‐visual arts). The other halves of the UPEs offering conservatoire education are multi‐sectoral UPEs. Those UPEs also offer education in other sectors than the Arts, such as Economics, Technology, Health etc.

Conservatoire programmes are offered on undergraduate (four years) and post‐graduate (one to two years) level. Formally only two types of undergraduate‐programmes are offered: ‘Music’ and ‘Classroom Music Teacher’. The ‘Music’‐programme hosts a variety of different curricula, such as performance (classical music, jazz, pop music, non‐ western music), conducting, composition and music technology. The undergraduate and graduate programmes are recognised as Bachelors and Masters degrees.

At present, a major concern at present for the conservatoires is the tension between the ever increasing demands of the skills and artistic qualities of conservatoire graduates, and the shrinking budgets of the conservatoires. Other important points under discussion are entrance levels and the quality of pre‐college training, and the development of a quality assurance system that takes into account the specific character of professional music education.

Total number of Nine institutions

Total number of music Approximately 5.000 Bachelor students students Approximately 1.000 Master students

Funding State‐funded, through the Ministry of Education

Curricula Curricula are not directly controlled by the State. There is a nationwide description of training profiles (the profiles are described as competencies for the music profession), based on professional profiles described earlier by the music profession. All Dutch conservatoires have to take into consideration these profiles as a minimum outcome requirement for their study programmes.

• For music teachers in schools, a separate training profile is currently being made.

2‐cycle system 1st cycle: 4 years

2nd cycle: 2 years

Qualifications Bachelor of Music: Musician, composer, music technologists, music teacher. Within these strands there can be specialisations (church music, jazz, etc.). There is a specific Bachelor of Music in Education for students who want to teach music in general education.

Master: Differs per institution, but Master of Music exists in all institutions, for

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example, Amsterdam: MM, Master in Opera, Master of Arts in Music Theory (with Amsterdam University), Master of Music in Education, Master in Jazz Performance (with University of Miami).

Entry requirements (2nd Finished first cycle and a study plan for the second cycle. cycle)

% of students who Approximately 50% continue with 2nd cycle

3rd cycle Dutch conservatoires are not allowed to give out Doctorates; this can only be done in collaboration with universities. An example of such collaboration is the work done between the Royal Conservatory in The Hague, the Conservatoire of Amsterdam and Leiden University.

Credit point system Institutions make use of the ECTS system.

Quality assurance The Nederlands‐Vlaamse Accreditatie Organisatie (NVAO) (see http://www.nvao.net) is responsible for the accreditation process. The new system in place in the Netherlands is geared toward a go/no‐go decision by NVAO which operates independently from both the institutions and the Ministry of Education, although its members are appointed by the Ministry of Education. NVAO was founded by a Treaty (2003) between the governments of the Netherlands and Flanders and is responsible for the accreditation of higher education programmes in both countries. Programmes have to be accredited once every six years by NVAO on the basis of the NVAO Accreditation Framework. If they do not gain accreditation, they lose degree‐awarding power and government funding, and therefore must close. The steps in this process include:

1. An institution chooses a Visiting and Validating Institution (VVI);

2. The institution sends the VVI a self evaluation report;

3. The VVI sends a visitation committee (musicians and educationalists) to the institution;

4. The VVI writes a report, which is sent to the institution;

5. The institution offers the report to NVAO with a request for accreditation, and if positive, NVAO grants the accreditation.

The process makes use of a self‐evaluation report by the institution, a visitation by peers, and a visitation by a panel of independent experts. Some training is given to the experts according to the policy of the VVI chosen.

Accreditation is compulsory and public, as both the NVAO accreditation decisions and the quality assessment reports are published by NVAO on its website.

Accreditation is the final statement in the process of external quality assurance and may lead to a decision by the Ministry to withhold funding. The Accreditation Framework also leads to a further fine‐tuning of the systems for internal quality assurance by the various institutions.

NVAO formulates general standards focusing on six aspects: objectives, programme,

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staff, facilities, internal quality assurance and outcomes (see: http://www.nvao.net). Dutch institutions of higher music education base the layout of their objectives and programmes on (rather global) national specifications regarding the expected level of proficiency of professional musicians, formulated by institutions and music organizations (to be obtained via HBO‐Raad, Sectoraal Advies College Kunstonderwijs – see: http://www.hbo‐raad.nl).

The NVAO asks the VVIs to compare the institution which is visited with other (inter)national institutions. There are no further formal requirements concerning this benchmark.

Employability It is hard to give the percentages of graduates finding a job within the music profession, since most foreign students are going back to their home countries. An estimation of the percentage of students finding a job is 80%.

Academic year Start academic year: September 1st

End academic year: August 31st (with classes ending around 1 July)

The academic year is divided in two semesters.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in The Netherlands to be musically trained prior to entering higher education.

TYPES OF PRE‐COLLEGE EDUCATION

Music School (Muziekschool) Music Schools offer music education outside of the general education system, to students of all ages and stages. They are mainly focused on amateur training, but provide preparation for professional music training as well. Students are accepted without entrance examinations, although some schools may test a student’s skills.

Music Schools provide instrumental and vocal tuition. Theory classes are sometimes provided, but are, as a rule, not obligatory. Larger schools may have school‐orchestras, choirs and ensembles. There is no national curriculum for music education.

Many Music Schools are part of a Centre for Arts Education that provides courses and workshops in other art disciplines as well.

Music Schools are funded by the local government. Students have to pay tuition fees.

There are some Private Music Schools as well. These are funded privately and are therefore usually more expensive than the schools described above. Often, Private Music Schools have a limited offer of instrumental teaching.

Harmony, Fanfare, and Brass In some parts of The Netherlands, there is a tradition of Harmony, Fanfare (HaFaBra) band and Brass bands. Many children who want to play brass instruments or (wood) winds receive their education through these HaFaBra‐unions (bands). Some of the HaFaBra‐unions have their own teachers, use the national HaFaBra curriculum and have examinations. A substantial part of the HaFaBra‐students follows music lessons at a Music School.

Private tuition There are many professionally qualified private teachers that teach music outside any institute or general education system. Private teachers form an important part of the pre‐college education system in The Netherlands. Some teachers have strong informal connections to conservatoires (higher music education institutions), thus preparing many students for conservatoire entrance examinations.

Secondary school with a Over the last years, a number of secondary schools have been established that specialisation in music education have a strong emphasis on culture (which can be split up in different disciplines, (Cultuurprofielschool) music being one). These schools do not provide instrumental/vocal training but do often give theory lessons and undertake many music related activities. Their education is aimed at students with a special talent and interest in music. Some schools may offer an adapted curriculum to students who would want to proceed to higher music education institutions.

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Secondary school with music The conservatoire in Rotterdam has a secondary school that provides Higher education on an advanced level Secondary Education in combination with music education at an advanced level (Havo voor Muziek en Dans, School (Havo voor Muziek en Dans). Instrumental lessons are given by teachers from voor Jong Talent) the Conservatoire. Their education prepares students for the entrance examinations of higher music education. However, graduates still have to take entrance examinations to enter the conservatoire.

The conservatoire in The Hague has established a School voor Jong Talent (school for young talent) which provides an even broader type of education than the school in Rotterdam: primary level grade 7/8 and secondary school Havo/VWO/gymnasium (Higher Secondary Education and Pre‐university Education). The school is open to students between 10 and 18 years of age.

At both types of schools, students receive a regular diploma of secondary education, which enables them to study in higher education.

Both schools are integrated in the buildings of the conservatoires.

Junior Department (Jong Talent All state‐funded conservatoires have Junior Departments, except for the Klas) conservatoires in Alkmaar and Utrecht. These so‐called Jong Talent Klassen (Young Talent Classes) have the means to educate musically gifted children to the highest possible level. The age limits for the junior department vary from 7 to 17. The pupils have to pass an entrance exam including a motivation interview.

The Junior Department provides main instrumental lessons given by a teacher of the conservatoire, music theory, and ensemble‐ or combo‐playing. At some institutions pupils also sing in choirs and receive piano accompaniment.

The Junior Departments of Maastricht, Rotterdam, The Hague, and Tilburg have agreements with primary and secondary schools to co‐operate in order to achieve an optimal balance between the programmes at the regular schools and the conservatoire. The Hague and Groningen also have a Pre‐Junior Class for very young children.

The Junior Departments are not financed by the state, so all institutes charge fees. Duration and costs depend on the age at entrance. Some conservatoires manage to find external subsidies.

Preparatory Course Preparatory Courses are offered by all state‐funded conservatoires, consisting (Vooropleiding/Voorbereidend of one or two preparatory years of study leading directly to the entrance exam Jaar) of the Bachelor programme. The preparatory years are not only meant for pupils from the Junior Department; the course is aimed at musically talented youngsters who intend to begin professional music training after finishing secondary education, but who first need to improve their instrumental level and knowledge about music and music theory.

Curricula consist of main instrument lessons, basic music theory and history, and ensemble playing. Sometimes students participate in conservatoire projects, excursions and concert visits.

The subsidised and private/commercial music schools as well as private

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teachers offer courses preparing for admission exams for professional music study at one of the conservatoires too.

The following higher music education institutions have a Junior Department as well as Preparatory Courses within their institution:

• Prins Claus Conservatorium, Groningen

• ArtEZ Conservatorium, Arnhem/Enschede/Zwolle

• Royal Conservatoire, Den Haag

• Conservatorium Maastricht

• Conservatorium van Amsterdam, Amsterdam

• Rotterdams Conservatorium, Rotterdam

• Utrecht School of the Arts, Faculty of Music, Utrecht, only has a Preparatory Course.

In a nutshell, the preparatory phase within higher music education institutes takes four forms:

• A full‐time study within the conservatoire preparing students for education in higher music training with elements from the first year Bachelor program (Tilburg);

• A part‐time study within the conservatoire (all conservatoires);

• A part‐time study in co‐operation with secondary schools, with the possibility of exemptions from certain school lessons (Maastricht, The Hague, Tilburg) or in co‐operation with music schools (Maastricht);

• Music study in combination with a secondary school offering general education with a specialisation in music education (Havo voor muziek en dans in Rotterdam and School voor Jong Talent in The Hague);

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Most students come from private teachers or Junior Departments and EDUCATION Preparatory Courses. Some students come from Secondary schools with music education on an advanced level (Havo voor Muziek en Dans, School voor Jong Talent).

Few students come from Music Schools.

SPECIAL FACILITIES FOR TALENTED The Netherlands have many youth orchestras on local or regional level. STUDENTS AT PRE‐COLLEGE LEVEL There is a National Youth Orchestra, which caters for talented amateur musicians, as well as professional music students.

There are various competitions for amateur musicians (instrumentalists,

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vocalists, ensembles, composition, and jazz). Some are subsidised by the state.

The Nationaal Muziekinstrumenten Fonds (National Musical instrument Foundation) is a national foundation that owns many high quality instruments, which they lend to extremely talented youngsters, professional music students and professional musicians.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

In the Netherlands, a clear division is made between instrumental/vocal music teaching and music teaching in general education. This division translates to music teacher training systems.

There are three types of institutions that provide music teacher training:

• Conservatoires/Rock Academy (higher music education institutions)

• Universities

• Pabo’s (teacher training institutions for primary school teachers)

Instrumental/vocal music teacher training is only offered in conservatoires/Rock Academy, while training for music teaching in general education is offered at Universities and Pabo’s as well. In primary schools, music is usually taught by general teachers. At secondary level, music is taught by specialised music teachers.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions There are nine conservatoires and one Rock Academy, that all offer teacher training. A distinction is made between preparing students for instrumental/vocal music teaching, and teacher training preparing for teaching music in general education (which is discussed below).

All institutions and study programmes follow the competences set by the Ministry of Education, Culture and Science and the HBO‐raad (The Netherlands Association of Universities of Applied Sciences), and are accredited by the NVAO (Dutch‐ Flemish Accreditation Organisation). All institutions are allowed to develop their own curricula within the guidelines set by the Ministry.

Structure All conservatoires, as well as the Rock Academy, offer instrumental/vocal music teacher training programmes as part of the Bachelor of Music. In recent years, various conservatoires started Master programmes with a particular focus on music education.

The Bachelor of Music programme takes four years (full time). The Master programme takes two years (full time).

Instrumental/vocal music teacher training can be an optional or obligatory part of the Bachelor of Music.

To be able to enter a conservatoire or the Rock Academy students a required to have a higher level secondary school diploma (VMBO 4, HAVO or VWO), and need to pass a theoretical and instrumental/vocal audition.

Curriculum Students usually receive methodology and pedagogy classes related to their main instrument. In addition, internal or external internships are often part of the programme too. There is no set duration to the teacher training programme, as institutions are free to design their own curricula. Classes usually last between one to three years. However, some institutions put special emphasis on teacher

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training, for instance by offering a special educational profile within the Bachelor of Music. In that case, teacher training is of course an obligatory part of the curriculum.

Some newly set‐up Master programmes focus solely on teacher education, in various forms. All programmes focus on the professional working field. Internships/work placements are therefore an important part of the curricula.

Employability As mentioned before, instrumental/vocal teacher training is part of the Bachelor of Music or Master of Music programmes and does not lead to a specific teaching qualification. Graduates receive the title of Bachelor or Master of Music. However, the newly set up Master programmes with a specific focus on music education lead to new qualifications, for example Master in Music Education, Master of Music in Interaction in Instrumental Teaching, Master of Music in Music and Arts Education, Master of Music in Community Music and Arts.

Most students are aware of the fact that music teacher training classes could help improve their employability, especially as part of a portfolio career. In The Netherlands, music teaching mainly takes place in Music Schools or private teaching practices, the latter being the most important in pre‐professional music education. In the past, conservatoire teacher training programmes would lead to an official teaching qualification, but this no longer exists. Music Schools are free to choose who to employ, so special qualifications are not needed. In other words, teacher training programmes are not necessary to be able to teach professionally. However, the newly setup Master programmes described above show a trend and a need towards high level instrumental/vocal teachers, as well as music professionals who can deal with different types of educational settings (e.g. community work, special interest groups, etc).

Continuing Professional Almost all conservatoires offer various CPD courses for professional musicians, Development (CPD) mainly aiming at broadening the musician’s professional practice. There are courses on instrumental/vocal teaching and new teaching styles (such as group teaching), ensemble conducting etc.

In addition, conservatoires offer ‘Contract Education’ for professional musicians, and sometimes for highly advanced amateurs too (admission requirements vary per institution). Students follow certain subjects, and take exams. Contract Education can be entered only after auditioning, and is tailored to the needs of the student. In some cases, students receive a certificate stating which courses were taken.

There are a five institutions that offer the one year application course ‘Professional artist in the classroom’ (Beroepskunstenaars in de Klas [Bik]), in cooperation with Music Schools/cultural centres. It is an official post‐higher vocational education course, meant for professional artists (from all art disciplines) who want to teach art courses of their own design in primary schools. The Bik‐course includes three internships at primary schools. Although the Bik‐ course does not lead to an official teaching degree, it does function as a quality mark. Nowadays, some Music Schools are starting CPD courses too.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

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Institutions Training for music teachers in general education is offered in most conservatoires (higher music education institutions), two universities and all Pabo’s (teacher training institutions for primary school teachers).

Structure Conservatoires

Most conservatoires offer a special Bachelor for general music teacher training, called Bachelor of Music in Education (Opleiding Docent Muziek). This type of education aims at preparing students for the profession of general music teacher, and provides them with a first grade teaching qualification which is obligatory for teaching in general education.

The practical auditions for Bachelor of Music in Education programme have a different focus than the auditions for Bachelor of Music: students should sing and play an instrument, and may be asked to do a practical teaching assignment. The requested level of instrumental playing is usually less demanding than for the Bachelor of Music.

Recent changes in the working field led to the development of the new Master of Education in Arts. It is currently offered by six conservatoires, in cooperation with other schools of art (higher arts education institutions). It is open to students with various backgrounds in art education (e.g. music, dance, theatre, fine arts) and focuses on the interdisciplinary aspect of the arts.

The Bachelor of Music in Education takes four years (fulltime), but some institutions also offer a two‐year part‐time course for lateral‐entry, leading to the same qualification. The part‐time course is usually taken by students who (almost) finished another conservatoire study, and who already have a part‐time employment in education. The Master of Education in Arts programme takes two years.

Each institution has autonomy to develop its own curriculum, based on the competences set by the Ministry of Education, Culture and Science. This allows each institution to build its own profile.

University

Two universities in the Netherlands offer a Master of Arts degree in Musicology. Complemented by a one‐year course leading to a first grade teaching qualification, graduates are allowed to teach music in secondary education.

Pabo

Primary education schools usually do not employ specialised music teachers. Music is taught by regular school teachers, who receive their education at a so called Pabo (teacher training institution for primary school education). Music is a very small part of their curriculum, and is incorporated into the more general subject of ‘culture education’. However, as there is a trend towards a stronger focus on culture education at primary schools, the Pabo curriculum may be adjusted in the future.

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Curriculum At conservatoires, most study programmes can be divided into four groups:

Educational subjects (e.g. methodology, psychology, pedagogy, school practice)

Theoretical subjects (e.g. general music theory, arranging/composing, music history, general arts history)

Music practical (e.g. piano, singing, guitar, pop practical, world music practical, conducting)

Other (e.g. music and movement, interdisciplinary electives, music theatre productions)

Work placements/internships are an important and compulsory element of the Bachelor of Music Education. Students get to work in both primary and secondary schools.

Employability In the past, students in the Bachelor of Music in Education programme were usually only interested in working in general education, both primary and secondary. Nowadays students also have ambitions to work in community settings, and as educational staff members for cultural organisations such as orchestras and concert venues.

The Master of Education in Arts focuses on bringing up interdisciplinary art educationalist. They can be employed in various areas ‐ ranging from schools to concert halls and museums ‐ as teachers, or development and policy makers.

Continuing Professional Conservatoires offer CPD courses. The two year part‐time Bachelor of Music in Development (CPD) Education programme described above can be regarded as a CPD course too, as it is meant for lateral‐entry (for general education studies).

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NORWAY

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM In Norway, the professional music education is part of the general higher educational system (bachelor, master and PhD degrees) through the universities and one specialized University. Higher music education in Norway is generally financed by the state. There is presently only one fully independent state institution for higher music education: The Norwegian Academy of Music in Oslo. All the others are part of universities. In addition to six institutions run by the state there is one important private institution, the Barratt‐Due Music Institute. This institution also receives most of its funding from the state.

Higher music education is the responsibility of the Ministry of Education, and is subject to the same conditions as all other higher education. Norwegian higher education has lately been going through a reorganisation. The former degree system has been replaced with a new one, conforming to the Bologna Declaration. For most disciplines this has meant a reduction of first cycle degrees from four to three years. Music education however still has the possibility to offer four year Bachelor degrees.

Total number of Seven in total (Oslo Academy of Music, University of Agder, University of Stavanger, institutions University of Bergen, NTNU University, University of Tromsø, Barratt‐Due Institute of Music).

Total number of music Approximately 1.250 students

Funding Mainly state‐funded, through the Ministry of Education.

Curricula The curricula for professional music training are not controlled by the State.

2‐cycle system 1st cycle: 4 years

2nd cycle: 2 years

Qualifications 1st cycle: Bachelor of Music (Church Music, Music teacher [performance and classroom], Performer, and Composer)

2nd cycle: Master

3rd cycle: PhD

Entry requirements (2nd Acceptable results in the first cycle and successful audition. cycle)

% of students who Approximately 25% continue with 2nd cycle

3rd cycle There is a third cycle in professional music training in Norway, offered by the Norwegian Academy of Music and Kristiansand (University of Agder). The qualification is PhD.

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Credit point system Institutions make use of a credit point system, equal to ECTS.

Quality assurance The quality assurance process in Norway is based on an evaluation of the institutions own quality assurance system and the reports this system generates. The process makes use of a self‐evaluation report and of audits by experts. These experts receive special training by the Norwegian Agency for Quality Assurance in Education (NOKUT). This Agency, which acts independently inside a given framework of law and a ministerial regulation, is responsible for the organization of the process and the results. The institutions own quality assurance system requires continuous attention and a composite annual report to the institution’s board.

Accreditation is necessary for institutions to receive government funding. The Norwegian Agency for Quality Assurance in Education is also responsible for accreditation in Norway. State institutions are automatically accredited as institutions and there is no time interval assigned to the accreditation period. Private institutions must be accredited regularly. The process is public and organized nationally. Institutions are obliged to participate. Accreditation can be given to an institution or a programme. Universities and specialized universities which are automatically accredited do not need to have new programmes accredited. Regional state colleges are also automatically accredited, but must have new master and doctoral level programmes accredited, but not programmes at the bachelor level. Private institutions must be accredited as institutions. In addition, they must seek accreditation for all programmes, regardless of level.

There are no fixed standards, as the system is based on each individual institutions own quality assurance system. There are, however, some criteria the quality assurance system has to meet. The criteria focus on the following features:

• The quality assurance system must be linked to institutional steering and management and made an integral part of the institution’s strategic work;

• Quality work is organized in routines and measures that ensure broad participation throughout the institution, with defined distribution of responsibility and authority;

• Documentation from all study units (including franchised provision) is sufficient, and that it always includes the students’ assessment of the programmes they attend;

• Documentation is analyzed, summarized and reported;

• Quality assurance and quality work are accounted for in annual reports to the institution’s board.

Additional information is available at http://www.nokut.no/sw455.asp with links to more specific criteria.

Employability The overall aim of the first cycle is: ‘Developing qualifications for various professions and tasks useful for themselves and for the society’. Nearly all graduates find jobs related to music as musicians, teachers, combinations of both, music administrators.

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Academic year Start: last week of August, end: third week of June. Two semesters.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Norway has a music school law. The law is one paragraph, stating that

All municipalities should, by themselves or in cooperation with other municipalities, have a music and culture school offer for children and youngsters, organised in connection to the compulsory school system or the local cultural organisations.

Norway knows three types of music and art schools: Music as a subject in general schools, music schools with talent programmes (Saturday Schools) and Secondary level educational institutions specialised in music and art subjects (music, dance and theatre), as well as private tuition.

TYPES OF PRE‐COLLEGE EDUCATION

Music and Art Schools Norway has close to 430 municipal Music and Art Schools (Secondary Level Institutions specialised in music and art subjects). Of these, 409 are members of the national organisation Norsk Kulturskoleråd (The Norwegian Council of Music and Art Schools). Altogether there are about 100.000 pupils in the schools, quite a number studying more than one subject.

There are no initial tests excluding applicants, but each child and its parents are advised about adequate age for starting, and suitability for the chosen subject. If you count all members of bands, orchestras and choirs lead by music school teachers, and take into consideration cooperation with compulsory schools, more than 150.000 children and youth are in one way or another related to the municipal Music and Art Schools.

Most of the children involved are between the ages of 7 and 16; some schools also include grown‐ups – even pensioners. In average, 17 percent of children in primary and secondary school are pupils in Music and Art Schools. The National Parliament has however defined a goal of 30 percent.

About 5.000 teachers are working in the music and art schools. Quite a number of schools are offering different subjects. Classical music is still the dominant, but also theatre, visual arts, dance, creative writing and contemporary circus. In particular out in the districts, schools in day‐time sometimes include music and art school teaching due to long distances to the pupils’ homes.

Saturday Schools (music schools Norway knows music schools that have special facilities for talented children with talent programs and youngsters. These schools aim their education at preparing students for the entrance examinations of higher education in music.

Private music school In Oslo, there is one private music school which is privately owned, but supported by the municipality. The school offers special education to talented children and youngsters, outside of the general education system.

Private tuition Qualified teachers provide instrumental and vocal tuition, outside of any institutes or general education systems.

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ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC University of Stavanger, Department of Music and Dance EDUCATION Most of the students come, in equal proportion, from general music schools and secondary level institutions (A) and (B). A smaller group of students comes from private lessons, and junior department.

Norwegian Academy of Music, Oslo

Most of the students come from private lessons and a big group from secondary level institutions (A). A small group of students comes from general music schools and specialized music schools and no students coming from the junior department.

Tromsø University College ‐ Music Conservatory

Most of the students are coming from general music schools and secondary level institutions (A). A very small group of students comes from private lessons. Junior department does not exist.

Norwegian University of Science and Technology, Trondheim

Conservatory section

Most of the students come from secondary level institutions (A), a big group from specialised music schools, and private lessons. A very small group of students comes from the junior department.

Musicology section

Almost all students come from general music schools. A very big group of students also comes from secondary level institutions (B).

SPECIAL FACILITIES FOR TALENTED Annually, on January 1st, the Council of The Norwegian Council of Music and Art STUDENTS AT PRE‐COLLEGE LEVEL Schools (over a ten‐year period) has been cooperating with the National Broadcasting Company (NRK) producing the TV‐programme ‘Happy Music Year!’ This is an important marketing of the Music and Art schools, involving young soloists, the national orchestra, dancers and other performers from all over the country. Even the Prime Minister and other celebrities have been participating in this program. It is sponsored by serious companies and organisations; just like the ‘Dream Scholarship’ where Norsk Tipping, the state owned game company, gives NOK 10.000 to 100 selected performing individuals or groups from Music and Art Schools.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

In Norway institutions giving instrumental/vocal music teacher education also give general music teacher training. A teacher certificate in instrumental/vocal education is also a teacher certificate I general music.

Music is still a compulsory subject at all levels in primary school and junior high school, but is not a compulsory subject in secondary school education The political focus is on basics and very few courses are offered to practicing teachers at present. To enter secondary education in music, the students are required to have formal qualifications from junior high school but for some schools up to 50% of the intake are decided on the pupils’ instrumental level rather than on grades.

University colleges and universities provide training for general education music teachers. Training for instrumental/vocal music teachers is available at conservatories, universities and the Norwegian Academy of Music.

The Bologna process has come a long way in Norway. This means it will still take some time before the new system is fully realised in terms of programmes. Therefore, in this period of transition, changes are taking place rapidly. The last revision of the general teacher training system was made in 2002 and there will be a new education in teacher training from the fall of 2010, which will be divided into two parts: children from 7‐13 years and children from 11‐16 years.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Training for instrumental and vocal teachers is available at conservatories, universities and the Norwegian Academy of Music. In total, there are eight institutions.

Structure Three of four year bachelor programmes offered by conservatories, in some cases also including dance and drama. Both three and four year programmes are available, leading to the same qualification. Most students of these programmes will work in public culture (music) schools. Some also work in upper secondary or tertiary education. Most institutions also offer instrumental and vocal teacher training as a further education programme of one year.

Five, six or eight year programmes at Master or PhD level in Music Performance and Music Education. These programmes are in some cases offered by universities (e.g. Grieg Academy), in some cases by the Norwegian Academy of Music. Students will work in all kinds of institutions, such as culture schools, tertiary education and upper secondary education.

Potential students must pass an entrance exam with audition, interview etc. to start in the 3 or 4 year course; foreign applicants should normally have an education corresponding to British A‐Levels or equivalent, the German Abitur, the French baccalauréat or an equivalent. A bachelor diploma in music is required to start on the further education course. In 2003, a reform was carried out in Norwegian Higher Education. The Quality Reform introduced a degree structure, grading system and quality assurance system in line with the Bologna Process. The grading scale conforms to the European Credit Transfer System (ECTS) rating scale with the letters A (best) to E for pass and F for failed. The reform also meant

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the establishment of a quality assurance agency, The Norwegian Agency for Quality Assurance in Education (NOKUT). This is an independent agency with the task of carrying out external quality assurance of higher education and tertiary vocational education in Norway.

Curriculum Subjects in the bachelor course of study include pedagogy, didactics in general music teaching, ensemble teaching, instrumental teaching in general and instrumental teaching on the specific instrument. Three or four year bachelor programmes including pedagogical subjects are offered by conservatories. In some cases these programmes also include dance and drama. Both programmes lead to the same qualifications. Most students of these programmes will work in public culture (music) schools. Some also work in upper secondary or tertiary education.

Below follows a description of the main contents for the Bachelor’s programme in music education at the Norwegian Academy of Music. A Bachelor degree qualifies students for both classroom and instrumental teaching; the Masters course is more theoretically orientated and prepares for PhD studies.

25%

34% Performance Music theory Free choices Pedagogical subjects 12%

29%

Graph 1. A breakdown of main contents at the Norwegian Academy of Music for the Bachelor’s programme in Music Education (240 ECTS).

The number of students in one ‘generation’ on the music teacher training study program (Bachelor) at the Norwegian Academy of Music is 24. The one year teacher training programme (60 ECTS) has also 24 students per year, both full time and part time. The quota of taught hours for the Bachelor’s programme is 15‐20 hours per week and for the one year teacher programme 10‐15 hours per week.

Teaching takes the form of one‐to‐one‐lessons as well as teaching in groups. In study plans the students’ independence and ability to cooperate is emphasised.

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Graduates from the Bachelor’s programme at the Norwegian Academy of Music are qualified to work as music teachers in different parts of the musical environment. Apart from instrumental/vocal tuition and music theory, subjects taught on this course include pedagogical theory, teaching methods and teaching practice.

Employability Students that complete the bachelor course of study receive the title ‘Bachelor of Music Pedagogy’. This title is necessary to get a permanent job as a teacher in the state supported school system, as well as teaching instrument in secondary schools. Instrumental and vocal teachers must also hold a teacher certificate in order to legally teach.

Learning outcomes are described in curricula and are education as well as performance oriented. Teachers who are trained at conservatoires have greater emphasis and skills in performance, other students often have a broader scope of knowledge. The institutions themselves decide any programme at bachelor level. Other students often have a broader scope. Students from conservatoires often have difficulties getting a job in the public primary or secondary systems because their subject base is too narrow, and most of them will teach in municipal‐run music and culture schools.

There are national curricula (loose frameworks) for all nationally approved teacher programmes, approval by the Ministry. Masters and PhDs have to be approved by a special ministerial body for university colleges, not for universities (at present).

Continuing Professional There are many of this type of connections, in some cases connected to Development (CPD) practicum, and they are formally organised and part of the curriculum. In some cases there are special connections between school concert organisers such as the Nordic Concert Institute, and university colleges. The Nordic Concert Institute is the biggest project in this field, with regional units. At present there is an ongoing national connection project called ‘The Cultural Rucksack’ which invests a lot of money to improve the connections between professional artists and public schools. The interest and enthusiasm from the arts world is obvious, many schools need more persuasion. The main weakness of the system is that the infrastructure for integration into general (arts) education is limited, and could maybe be better developed.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions University Colleges and universities provide training for teachers in general music education.

Structure and curriculum Four year general teacher programmes (240 ECTS)

Teachers have specialised in music. Specialisations can be from 30 to 120 credits. This educational programme is offered by university colleges, many of them specialising in teacher education. A teacher certificate is awarded after four years, qualifying graduates to teach any subject at any level in primary and secondary education. Parallel to this, students receive a (academic) Bachelor Degree after three years (first cycle) and may use their fourth year as part of a Master Programme in Music Education. After five years a Master Degree (second cycle) is

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obtained.

Three year programme for kindergarten (180 credits)

Teachers receive foundation courses in Music Education (10 credits) and where they may specialise in music for an additional 30 credits. Programmes are offered by University Colleges.

Four‐year programme in practical and aesthetical education

This programme consists of compulsory subjects and electives. Compulsory are music, art and craft, Norwegian and educational theory and practice – each of these is 30 credits. Additionally students must choose between two 30‐credits courses among the following: Drama, Dance, Physical Education and Domestics. Students can specialise in any of the above‐mentioned subjects (both compulsory and elective) up to 90 credits.

A teacher certificate is awarded after four years, qualifying graduates to teach any subject at any level in primary and secondary education. Parallel to this, students receive a (academic) Bachelor Degree after three years (1st cycle) and may use their fourth year as part of a Master Programme in Music Education. After five years a Master Degree (2nd cycle) is obtained. Four University Colleges offer this educational programme at present.

Four‐ and five‐year subject based programmes which consist of three years of subject studies (Bachelor) and on top of that educational theory and practice for one to two years. The latter is now planned as master programmes. This is offered by universities. University Colleges are now also offering variants of the programme. Students receive certificates for secondary schools or (for Master Programmes) upper secondary schools.

Employability Please see above employability section for vocal and instrumental teacher training.

Continuing Professional Please see above CPD section for vocal and instrumental teacher training. Development (CPD)

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POLAND

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Professional music training in Poland is offered on several levels. The education starts at age of 6 in music elementary school (six years), Gymnasium (three years) and Lyceum (three years). Together it takes twelve years until the start of the higher education cycle. There are about 440 Music Schools of lower stage.

Total number of Eight (music academies): The Feliks Nowowiejski Academy of Music in Bydgoszcz, the institutions Academy of Music in Kraków, the Stanislaw Moniuszko Academy of Music in Gdańsk, the Karol Szymanowski Academy of Music in Katowice, the Grażyna and Kiejstut Bacewicz Academy of Music in Łódź, the Ignacy Jan Paderewski Academy of Music in Poznań, the Fryderyk Chopin University of Music in Warszawa and the Karol Lipiński Academy of Music in Wroclaw.

Total number of music Approximately 5.000 students

Funding Music Academies belong to the public sector of the country. They are government‐ funded through the Ministry of Culture and National Heritage. They receive money from private institutions and different kind of social foundations.

Curricula Curricula for professional music training are controlled by the State: One‐third of each curriculum is determined as core curriculum.

2‐cycle system As required by the Government regulation, the two cycle system with the duration for the first cycle of three years and for second cycle of two years has been implemented in all the music academies in Poland.

Qualifications 1st cycle: Bachelor degree

2nd cycle: Master degree

3rd cycle: Doctor degree

Entry requirements (1st and In all music academies, willing students must pass a successful audition. 2nd cycle)

% of students who 97% continue with 2nd cycle

Credit point system All the eight institutions make use of a credit points system, which is compatible and adjusted to the international ECTS system standards.

Quality assurance The State Accreditation Committee (Państwowa Komisja Akredytacyjna ‐ see www.pka.edu.pl) is an independent state body responsible for checking the accordance of all activities of a higher education institution with the Polish higher education law (structure of the curricula in accordance with Ministry regulations, graduation procedures and documentation etc.). Besides, the Conference of Polish Universities Rectors (KRUP) gathering main Polish Universities created the University Accreditation Commission (UKA). Moreover, the Conference of Polish Academic Schools Rectors (KRASP) has created eight ‘environmental’ accreditation commissions. Among these 191

eight commissions is the Artistic School Accreditation Commission (AKUA) created by the Conference of Artistic Academies Rectors (KRUA) which is part of KRASP. Its task covers quality assurance in music, fine arts, and theatre higher education institutions. Similarly, the University Accreditation Commission is responsible for quality assurance in Polish Universities. These quality assurance commissions were created in 1997‐2002. Accreditation takes place separately for each department every five years (or every two years if some reproaches are expressed). State accreditation is obligatory but the AKUA’s is not. The process is public and nationally organized. External evaluation is used, but also internal initiatives are introduced, such as student questionnaires. The visiting experts are chosen from among the most experienced academic staff.

Employability No feedback regarding the employability has been created yet. However, all the performer graduates are taught for music education in their major as well as the compulsory part of the curriculum.

The other professions are: conductor, composer, musicologist, music therapist, music critic, music teacher in general education (graduates of Music Education Departments), music publisher, presenter etc.

Academic year The academic year lasts from 1st of October to the 30th of June the following year. The study year is divided in two semesters: winter and summer semester. The entrance auditions are held in the fourth week of June which is the date prior to the entrance examination to the other higher education institutions such as Universities (which is the beginning of July).

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in Poland to be musically trained prior to entering higher education. It is possible to receive the complete general education programme together with high levelled music education; six years in the primary school, three years in the gymnasium and three years in the lyceum.

TYPES OF PRE‐COLLEGE EDUCATION

Primary School of Music Primary Schools of Music provide general education together with music education. Students must take an entrance exam to be able to enter. Primary Schools of Music use a six year curriculum and cater for students between 7 and 14 years of age. Children follow a regular general education curriculum, and receive instrumental/vocal tuition and theory classes.

Music Lyceum (Liceum Muzyczne) Music Lyceums provide general education together with high levelled music education. Students graduate from the Music Lyceum after three years of studying. They take a regular Lyceum general education Matura as well as a final examination of music, in accordance with the Act of the Ministry of Education. Graduates are able to study any topic in higher education, not only music.

Specialised Music Schools Poland knows two Specialised Music Schools at secondary level (gymnasium and lyceum together) that provide general education and music education at a very high level to extremely talented students. These special schools are situated in Warsaw and Poznan.

Students come from all over the country and are selected through strict entrance examinations. They are 12 years of age when they enter these Specialised Music Schools and often stay in boarding schools.

Students receive a full general education together with music education.

Music Gymnasium Music Gymnasia offer three years of general education together with high‐level music education. Schools provide instrumental/vocal education as well as theory classes (ear training, harmony, analysis, music history etc). After finishing the (Music) Gymnasium, students proceed to the (Music) Lyceum.

Music Schools of First and Second Students that go to regular primary schools, gymnasia and lycea can take music Grade lessons after school time at Music Schools. These Music Schools follow the general education system; there are Music Schools at primary level, called ‘Music Schools of First Grade’ (six years), and at secondary level, called ‘Music Schools of Second Grade’ (three + three years).

Private Music Schools There are around 135 Private Music Schools that provide music education to children and youngsters. The number of Private Music Schools is growing.

Private tuition Qualified teachers provide instrumental and vocal tuition, outside of any institutes or general education systems. Private teaching does not seem to be very popular in Poland.

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ADDITIONAL INFORMATION

All schools have entrance examinations.

Higher music education institutions do not have Pre‐college Departments or Preparatory Courses.

STUDENTS ENTERING HIGHER MUSIC Most students come from Music Lycea, or Specialised Music Schools or from EDUCATION regular Music Schools.

SPECIAL FACILITIES FOR TALENTED There are competitions for talented students; prices include scholarships. STUDENTS AT PRE‐COLLEGE LEVEL

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Music teacher training is offered within higher music education systems. A division is made between instrumental/vocal music teacher training, which is part of performance Bachelors and Masters, and training for music teachers in general education, which is a separate course of study.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental/vocal music teacher training is offered in all eight Polish music academies, as an obligatory or optional part of the Bachelor and/or Master curriculum within the Instrumental, Vocal, Composition, Conducting and Theory of Music Faculties.

Structure Instrumental/vocal music teacher training is mostly offered as an obligatory part of curricula at Bachelor and Master level, but it can be optional. The Bachelor takes three years, and Masters takes two years.

Curriculum Classes include Psychology (at least 60 hours), Pedagogy (at least 60 hours), Teaching methodology (at least 120 hours), Voice projection (at least 30 hours), other subjects (at least 30 hours), Practical teaching training (at least 150 hours).

Employability Graduates receive the title of Bachelor or Master of Art in the field of instrumental performance, vocal performance, music therapy, composition, conducting etc.

Students may find employment in the various types of pre‐college institutions described above, or as teachers in music academies. In Poland it is obligatory to have at least the title of Bachelor of art to be employed in first‐level and secondary‐level music schools or schools of general education.

Continuing Professional Some music academies offer post‐graduate study programmes. Development (CPD) There are special courses for artists or musicians who do not have the necessary qualification as music teachers. There are special governmental regulations concerning the ability to teach in the educational system. It is obligatory to complete the set of so called ‘teacher training subjects’ as described above. Nowadays, all these subjects are part of conservatoire curricula, but before (20 years ago) it was not compulsory.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions All eight music academies have a specific Faculty of Music Education, where future music teachers for general education are educated. There are ten Music Education Faculties in different Universities that offer training for music teachers In general education as well.

Structure A three year Bachelor and a two year Master course. Within the study programme, a division is made between Music Education, Conducting of Vocal and Instrumental Ensembles, Church Music.

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Curriculum Classes vary per music academy, but could include methodology of music education, class observations and practical training at primary and middle general education schools and at first level schools of music.

Employability After the speciality Music Education: This speciality prepares students for work in the general education system, specifically to teach the general education subject of ‘music’ and to conduct ensembles as well as to organise cultural events.

After the speciality Conducting of Vocal and Instrumental Ensembles: Graduates are qualified to work at music community centres, first‐level music schools, and to manage vocal and instrumental ensembles.

After the speciality Church Music: Graduates are also prepared to work in church choirs, as accompanists to church singing and to run scholas.

Continuing Professional Some music academies offer postgraduate study programmes. For example, the Development (CPD) Academy of Music in Wroclaw offers a Postgraduate Programme of Study in Teaching Art, Music and Fine Arts at School, and Organization of Cultural Events.

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PORTUGAL

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Professional Music Training in Portugal is the responsibility of the below mentioned institutions, under the Ministry for Science and Higher Education.

In the Polytechnic System, programmes train for performing and teaching at music schools. There are no different paths or diplomas for each kind of qualification. Public and private institutions exist as part of this system.

Public institutions:

Escola Superior de Música de Lisboa and Escola Superior de Música e Artes do Espectáculo in Porto: Both institutions were founded in 1983 as a result from the reform of the old Conservatoires of Lisbon and Oporto (each of them, at the time, split into one school for pre‐college level and one for college level). The Oporto’s institution offers also programmes on Production and Musical Technologies and Theatre.

Escola Superior de Artes Aplicadas in Castelo Branco: A college for several Arts, including Music.

Private institutions:

Academia Nacional Superior de Orquestra in Lisbon: The training of orchestra performers is at the core of its activities, but it also offers programmes in other fields, like Voice and Accompaniment.

Conservatório Superior de Música de Gaia: Founded as a specialized college for Voice, it now offers also a programme for Musical Conducting.

In the University System, some programmes are now starting to train performers, but university training in music has been (and still is, to some degree) chosen by students who wish to have a qualification as ‘professional’ music teachers, the Universidade de Aveiro being the first one to have started a programme on Teacher Training in Music (for general education and specialized music schools). Public and private institutions exist as part of this system as well.

Public institutions:

Universidade de Aveiro

Universidade de Évora: At the 5th year students can choose between Performing and Teaching specialisations.

Private institutions:

Universidade Católica Portuguesa ‐ Escola das Artes in Porto

Instituto Superior de Estudos Interculturais e Transdisciplinares de Almada

Total number of Nine; two music departments in two public universities and two private universities, institutions three public polytechnics and two private polytechnic institutions.

Total number of music Approximately 900 students

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Funding The public institutions are funded by the State budget and students fees. Private institutions are funded by students fees and some support from the State.

Curricula The curricula (contents of the programmes/courses) of professional music training – as in any other higher education field ‐ is the responsibility of the so‐called Scientific Councils of Higher Education Institutions, but courses in the Polytechnic institutions must be authorized by the Ministry (unlike the University courses, which need only to be registered by the Ministry). This will change in the near future, after the publication of the new frame‐law for Education, with registration being the only needed procedure for both systems.

2‐cycle system 1st cycle: 3 years

2nd cycle: 1/2 year

Qualifications Licenciado (after four years). A title mentions the degree and the musical specialty (instrument, voice, composition, etc.).

3rd cycle Universidade de Aveiro offers a Master and a PhD in ‘practical’ music. Universidade Nova de Lisboa, in co‐operation with Escola Superior de Música de Lisboa launched a Master in Musical Arts in the specializations of Piano, Woodwind Instruments and Composition in 2003.

% of students who Degrees and diplomas are important mostly for those students who want or need to continue with 2nd cycle teach. Since this is the case of the great majority of the students, almost 100% of them complete the second cycle, since it has favourable implications on their wages as teachers.

Credit point system The university courses have a credit point system, the polytechnic courses, at the time of this writing, do not.

Quality assurance External quality assurance has existed since 1996 for universities and since 2000 for the polytechnics. The system is slated for reform as a new law is imminent. The system is currently organized as follows ‐ after consulting the self‐evaluation report made by the institution, an expert panel visits the institution, interviews representatives of the different bodies, makes its own report, which is sent to the institution for further comment and/or corrections. The expert panel may include teachers and lecturers from other polytechnic institutions or universities, and also leaders of musical organizations, such as the Opera House. The experts receive light training through seminars and workshops.

The responsible (independent) organizations for the quality assurance process are:

• For the public polytechnic institutions: ADISPOR (Associação dos Institutos Politécnicos Portugueses)

• For the public universities: FUP (Fundação das Universidades Portuguesas)

• For the private higher institutions: APESP (Associação Portuguesa do Ensino Superior Privado)

The process is voluntary and public. It is organized institutionally and nationally. There

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is no legal requirement on the frequency of the process; it depends on the funding available. The process can have implications for the continuity and continuance of a programme. There are currently no standards used in the quality assurance process.

One of the benefits of working with this system of quality assurance is that it provides an opportunity to have a deeper knowledge of what the institution is doing and to exchange ideas with colleagues.

According to the new law, the bodies mentioned above (ADISPOR, FUP, APESP) will be replaced by a single National Accreditation Agency, CNAVES (Conselho Nacional de Avaliação do Ensino Superior) which will require a review of institutions and study cycles every five to eight years. This process will be compulsory and public, and will make use of self‐evaluation and external evaluation. The visitors will receive training through seminars and workshops.

Employability The training profiles are based on ‘traditional’ professional profiles (soloist, chamber music, and orchestra). Students have only technical, artistic and cultural training on their regular studies. ‘Survival skills’ or other kinds of ‘tools’ that would prepare them for work, not for jobs, are not provided.

As for the training of teachers for music schools, the so called ‘professional’ teacher training must respect a certain profile (similar to those of any other teachers for basic and secondary education) and is being carried only by the Universities, even if it is the mission of the Polytechnic music colleges, as written in their founder legal documents, to train these teachers. This means that students from a Polytechnic school have less favourable working conditions as teachers than their colleagues from the Universities, because they do not have the ‘professional’ teacher’s diploma.

The training of music teachers for general education is the realm of Universities and of the Polytechnic Education Colleges, but Polytechnic Music diplomas can also give access to teaching in general education (as second choice when there is shortage of teachers in this domain).

Academic year The university courses are organized in semesters, the polytechnic courses on an annual basis. The academic year starts at mid September (for entrance examinations and second phase of examinations) with classes starting in the beginning/ mid October and ends in mid/end July.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in Portugal to be musically trained prior to entering higher education.

TYPES OF PRE‐COLLEGE EDUCATION

Specialised Music School Specialised Music Schools exist under many different names. Schools provide an (Conservatoire/Academy/Music eight year curriculum, including instrumental/vocal tuition and ear training, School) analysis and music literature, which leads up to the entrance level of higher music education. Students start this curriculum when they are 10 years of age. However, they can already enter the schools from 5 years of age.

Specialised Music Schools are open to everyone, but since the curriculum is quite demanding, not all students finish their studies.

Many students try to enter higher music education institutions before having finished their studies at Specialised Music Schools.

Professional Music School Professional Music Schools are open to students from 12 years of age. The schools provide a 6 year curriculum that includes many music related subjects as well as some general educational subjects. It leads up to the entrance level of higher music education. After three years, students receive a Level II diploma (equivalent to a secondary general education diploma). Nevertheless, this diploma does not allow them to study in higher education, except for higher music education, because the amount of general educational subjects is small.

Professional Music Schools are state funded and provide their education for free.

Brass band Portugal knows many brass bands where young musicians are trained. The lessons take place during evenings. Most brass bands provide their education for free.

Private tuition Private tuition is provided by professionally qualified teachers, outside of any institutions or general education systems. Private teaching is not very popular in Portugal, because it is considered to be quite expensive. Another reason lies in the fact that private teachers only provide instrumental/vocal tuition, while at higher music education entrance examinations many other skills are tested as well (ear training, analysis, music literature etc.).

ADDITIONAL INFORMATION

Portuguese higher music education institutions do not have Pre‐college Departments, Junior Departments or Preparatory Courses.

STUDENTS ENTERING HIGHER MUSIC Escola Superior de Música de Lisboa: Most of the students come from EDUCATION Specialised Music Schools, Professional Music Schools and brass bands.

SPECIAL FACILITIES FOR TALENTED Portugal has national youth orchestras. Some orchestras perform year round;

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STUDENTS AT PRE‐COLLEGE LEVEL others are being arranged for special events. There are many school orchestras as well. Jovens Músicos is a famous national competition for youngsters. Many schools organise competitions too.

The government supports young talented students by providing grants. There is a large private foundation, Fundação Calouste Gulbenkian, which gives out many grants as well.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Music teacher training in Portugal has undergone many reforms during the 20th‐century with the objective of bringing standards to a more contemporary level. These reforms have taken place mainly at the level of higher education, where Portugal now has a strong emphasis on training teachers for conservatoires.

Music Education at the levels of pre‐school and elementary education has stayed behind, which has hampered progress in this developing European country. On the other hand, a rich vocal and popular music tradition exists in private endeavours such as choirs, festivals, church‐oriented musical life, etc. There are two types of specialised music schools where the Basic and Complementary courses are ministered: Vocational Schools of Music and Professional Music Schools (secondary level). Both types prepare students for further studies at the Superior levels (tertiary education), whether in a university or polytechnic. The professional Schools were created through a European Community project and are a recent development in Portugal.

The music education structure in Portugal is now as follows:

Level Grades Education Educator Courses

General Music 1st cycle 1‐4 teacher in Initial course Expression public schools

Specialized Music teacher in 2nd cycle 5‐6 Basic course Education public school or music school

Music Specialized Basic Education / teacher in 3rd cycle 7‐9 course/Professional Professional public school or course (level II) training music school

Specialized Complementary Professional teacher in Secondary 10‐12 course/professional training public school or course (level III) music school

Specialized Bologna 1st Professional Superior teacher in or Superior course cycle (3 years) training music school

Bologna 2nd Specialized Professional Superior cycle ‐ Masters teacher in Superior course training (2 years) music school

Bologna 3rd Specialized cycle ‐ Professional Superior teacher in Superior course Doctorate (3 training music school years)

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This information is relevant because in Portugal students must choose their course of professional studies (called Complementary Course) in the tenth grade of secondary school. This Complementary Course gives students three years of specific training (music history, ear training, musical analysis, etc.) prior to entering the Higher Education level at the university or polytechnic. For music students, the area of Humanities is offered in the tenth grade.

Music training for all level of music teaching takes place in the Superior Schools: universities and polytechnics.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental/vocal teachers for Basic and Complementary Courses are trained in various universities in specific music departments. Type B teachers for conservatoires, academies and schools of music are officially trained in the state universities and polytechnics mentioned above, although private institutions also offer some courses. Preference is generally given to state university graduates.

Music teacher training is offered only at two public universities: Aveiro and Évora, both of which offer a five year Licentiate programme (type B teachers). In the fifth year, supervised practice teaching is done, with one supervisor from the university and one from the participating conservatoire where practice takes place. Two state polytechnic institutions offer upper‐level music training ‐ Porto and Lisbon – and both polytechnics are contemplating adding teacher training in the future.

Structure See introduction section above.

Employability The three year Bachelor programme and subsequent two year Specialised Diploma have now been supplanted with the five year Licentiate degree, which is a minimum qualification for obtaining a tenure‐track position in the conservatoires and academies of music.

Specific connections between institutions for music teacher training and other organisations are found in such associations as APEM (Portuguese association of music education, based in Lisbon), EPTA‐Portugal (European Piano Teachers Association, based at the University of Aveiro), Pro‐Organo (for organists), etc. Amateur opportunities abound with band and choral groups, as well as local festivals. The field is very dynamic and many activities are formalised, taking place on a regular basis and are often integrated into the annual curriculum even though they are extra‐curricular events. Some internships are offered, particularly for opera, orchestral and contemporary music.

Continuing Professional Continuing professional development is available through ‘actions of formation’ Development (CPD) organised through the official state district centres of education, short courses given at universities, continuing education offered at various other institutions (universities and polytechnics) and seminars offered through institutions and associations. The Treaty of Bologna may influence these matters in the future.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

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Institutions First cycle teachers are trained in various universities in departments for general teacher training, normally referred to as Centres for Formation of Professors and coordinated with the university’s Music Department in a mutual collaboration. Second and third cycle teachers are also trained in the universities.

Structure See introduction section above.

Employability A general increase in the number of music students in the past years as well as the creation of tenure‐track positions in music schools have been positive changes in the country. The Ministry of Education, responsible for all alterations and implementation of music programmes, has created a Group Contact with the Ministry of Culture to “ensure the promotion, animation, and sensibility of artistic teaching (music, dance, theatre and plastic arts)” in Portugal.

In addition, the creation of an Inter‐ministerial Work Group, the formation of the Internal Work Group that prepares new legislation, and the publication of a law that establishes the conditions for entering the tenure‐track positions in the specialized music schools all have contributed to the betterment of the professional situation in Portugal.

There are strong links between music teacher training programmes and the profession. Generally music students in universities are already teaching or accompanying in music schools during their studies. The reason for this may lie in the economic necessity to work in order to pay tuition costs. Another reason may be the relative ease that non‐degreed, capable music students are allowed to enter academies, conservatoires and private schools because of a lack of qualified professors. With the current changes in the labour market and educational reforms, this situation will most likely decline. Working during their studies more readily ensures students a secure position after graduation. Until now, the employment market has been good for music graduates.

Continuing Professional See above CPD section for Instrumental and Vocal Teacher training. Development (CPD)

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ROMANIA

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM The professional music training in Romania is provided by the state music universities, academies and faculties. Most of them are financed by the Romanian Ministry of Education and Research in accordance with their number of students. There are few private conservatoires which teach in music pedagogy field. The latest years many changes took place as a result of the Bologna process regarding the three cycle system, implementation of ECTS, Quality Assurance and Supplement Diploma. A new legislation framework issued by the Romanian government on this matter made easier the transition from a traditional system to European compatible one.

Currently, not all of the music institutions teach their students in a three cycle system. Some of them provide only undergraduate studies (Studii de licenta), others offer in addition the Master Studies (Master in muzica) and only three institutions provide to their students three cycles for a high level professional music training.

The requirements of the student entry:

• Undergraduate (first cycle): high school diploma and a successful passing of the admission exams

• Master (second cycle): Bachelor Degree (Diploma de licenta) and a successful passing of the admission exams

• Doctoral Studies (third cycle): Bachelor Degree (Diploma de licenta), Master Degree (Diploma de master) and a successful passing of the admission exams

Professional music training fields: classic instruments, singing, traditional music (instruments and vocal), Composition, Musicology, Music Pedagogy, Conducting Choir and Orchestra, Pop and Jazz Music, Byzantine Music.

So far the ECTS was applied to all music subjects and cycles not only as a transfer system but as an accumulation system as well.

At the end of the academic year 2006‐2007 a Diploma Supplement will be issued by all the music institutions to their graduates. It will provide information about the Romanian university system, about attended curricula, learning outcomes and competencies and about number of credits and grades.

The well known tradition and high artistic qualification of Romanian graduates and teachers lead to a significantly increasing of the incoming students from abroad. Students exchange inside the frame of the Erasmus and CEEPUS Programs or Mutual Agreements between universities and international students with tuition fee payment improved the intercultural approach of academic life.

Pre‐university professional music training is provided by over 47 music high‐schools (Liceu de muzica) and music schools (Scoala de muzica).

The music high‐schools teach to the talented young people all music subjects for elementary, secondary and high‐ school levels and the music schools provide music education only for elementary and secondary levels.

Total number of Nine institutions

Total number of music Approximately 5.300 students

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Funding Financial support is offered by the Ministry of Education and Research in accordance with the number of students enrolled annually by the institutions on the public number of places. In addition, every institution offers a limited number of places under the tuition fee payment.

Curricula There is a significant autonomy of universities regarding the teaching contents and subjects but not about the Educational Plan.

2‐cycle system Since the academic year 2005‐2006 has adopted the two cycle system with the following durations:

Undergraduate (Studii de licenta): Performing Arts, Composition, Musicology and Conducting, four years duration; Music Pedagogy and Byzantine Music, three years duration.

Master: 3 semesters allocated to the four years degree. Four semesters allocated to the three year degree.

In Romania there is a specific legislation for organising of the two cycle system (see more on www.edu.ro).

3rd cycle The last decade the Doctoral Studies developed by three of known high level music institutions from Bucharest, Cluj and Iasi. The latest a new Bologna legislation was issued in this matter. A new type of the Doctoral Degree is processing as a vocational doctoral Degree (Doctorat profesional) provided to Performing Arts candidates. Some conditions have to be done by the institution as a ‘Doctoral Studies Organizer’ (www.edu.ro). Third cycle studies are offered at the following institutions: Universitatea Nationala de Muzica Bucuresti, ‘Gheorghe Dima’ Music Academy and Universitatea de Arte ‘George Enescu’.

Credit point system The credit system adopted by the Romanian universities is the ECTS as a transfer and accumulation dimensions with 30 credits/semester and 60 credits/year. The allocation of ECTS was made for all the disciplines and levels.

Quality assurance The National Council of Academic Evaluation and Accreditation (CNEAA) was established in 1993 by law 88 and was tasked with the evaluation and accreditation process for over ten years. It disappeared in 2006 when the Romanian Agency for Quality Assurance in Higher Education (ARACIS) and Romanian Agency for Quality Assurance in Pre‐university education (ARACIP) were organized as the national authorities in the matter of accreditation. These agencies have already launched some pilot evaluation projects in two or three institutions in Romania. Quality assurance is organized institutionally. However, each specialisation, department or faculty (including in the music field) is assessed by ARACIS. The process is compulsory and makes use of an annual self‐evaluation report as well as a visitation by experts.

Academic year The academic year is divided into two semesters: winter semester: 1st of October – 8th of February (including Christmas Holidays) and summer semester: 18th of February – 30th of June (including Easter Holidays). Winter vacation is between 9th‐ 17th February.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Romania knows a system of music education embedded in the general education system. Primary Music Schools and Music High Schools together provide a complete trajectory of pre‐college education that leads up to the entrance level of higher music education.

TYPES OF PRE‐COLLEGE EDUCATION

Primary Music School Children from 6‐7 years of age can go to special schools that provide primary education and music education on an advanced level. These schools provide instrumental/vocal tuition as well as theory classes.

Music High School (Liceu) Youngsters from the age of 14 can go to a Liceu, a secondary school that provides music education at an advanced level together with general education. The curriculum includes instrumental/vocal tuition and theory lessons, and is aimed at preparing students for the entrance level of higher music education institutions.

Graduates can proceed to Universities of Music.

Music School Music Schools provide music education outside of the general education system. They are state‐funded, and therefore provide their tuition for free. The curriculum includes instrumental/vocal tuition and theory lessons as well. Music schools are only open to students from 6 to 14 years of age. Afterwards, students can choose to go to a Liceu.

Note: In Romania, it is impossible to receive amateur training in music within an institution, after the age of 14.

Popular School of Music Popular Schools of Music provide amateur training in pop and folk music. Pop and folk music is becoming increasingly popular.

Private tuition There are professionally qualified teachers that provide instrumental and vocal tuition, outside of any institutes or general education systems. There are many private teachers for pop and folk music.

ADDITIONAL INFORMATION

Romanian higher music education institutions (Universities of Music) do not have Pre‐college Departments, Junior Departments, or Preparatory Courses.

There are formalised links between Universities of Music and music schools. Romanian music school teachers, for example, are obliged by law to take refresher courses at Universities. Thus, they can receive different professional degrees.

STUDENTS ENTERING HIGHER MUSIC Most students come from Music High Schools (Liceu). A small number comes EDUCATION from Music Schools or private lessons.

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SPECIAL FACILITIES FOR TALENTED Romania has many competitions and festivals for amateurs. STUDENTS AT PRE‐COLLEGE LEVEL

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

The initiate music teacher training is made exclusively within universities, faculties and music academies which have a higher education level recognised by the legislation named above. Both general education music teachers and instrumental/vocal music teacher benefit from this training. Music schools belong to the national education system as a specialised form of education.

In Romania, the Diploma of Music Teacher accompanies the BA Music (Profile) Diploma when the student attends and graduates from the Teacher Training Module, coordinated by the Department of Teaching Staff Training (DPPD). These departments are integrated in all accredited higher music education institutions and they are functioning with a curriculum in accordance with the legislation established by the Ministry of Education and Research, having an independent personnel structure: director, secretariat, activity schedules. The Teacher Training Module is optional for all music students and compulsory for the students of the Music Pedagogy faculties.

The status and the role of the teacher (including music teacher) in Romania are regulated through legislation at national level and also defined by the expectations of the communities. The legislation is valid for both public and private educational systems and for all education levels and forms. The universities have autonomy regarding the specialties, profiles and university curriculum, continuously adapting them to the challenges and the dynamics of contemporary society.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Music teacher training is offered exclusively by the universities, faculties and music academies of higher education with programmes recognised by national legislation.

Structure and Curriculum The Diploma of Music Teacher accompanies the BA Music Diploma upon completion of the Teacher Training Module. Departments of Teaching Staff Training, called DPPD, are integrated in all accredited higher music education institutions. The Teacher Training Module is optional for all music students and compulsory for students of Music Pedagogy.

Training for future music teachers is offered also at Master and Doctorate levels. The postgraduate study programmes are individually designed and lead to qualification for teaching in higher music education.

Students who choose the Teacher Training Module attend for three years and upon their graduation they receive the DPPD Graduation Certificate. Students of instrumental/vocal subjects are then qualified to teach their speciality (instrument or voice) in public or private music schools and youth orchestras. Music graduates who have a theoretical and practical training as major (e.g. composition, musicology, music pedagogy, conducting), who wish to become music teachers and who graduate the module offered by DPPD can teach general music education in general schools as part of the general education or in music higher schools, public youth clubs, etc.

Employability Both kinds of students are qualified to teach in higher music education institutions. The condition is that they obtain a Master in Music Diploma and then

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the Diploma of Doctor in Music (except for assistant positions).

Within the formal system of music education institutions, the music teacher status is valid also for some traditional organisations which have a purpose to complement formal music education: popular art schools, children and youth clubs, etc. These organisations are subordinated to the Ministry of Culture.

Continuing Professional Continuing professional development for music teachers is regulated by the Development (CPD) Ministry of Education and Research, especially for pre‐university level. In this matter, all teachers have to pass distinctive stages and exams along their career: confirmation as teacher (after 2‐3 years of employment), teacher status II (grad II) and teacher status I (grad I, after 5‐10 years). Organisation and monitoring of the continuous training is carried out by university teachers.

Courses within the module offered by the DPPD can be attended by musicians who did not choose the module during their university training, but feel the necessity of educational skills later in their career.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Music teacher training is offered exclusively by the universities, faculties and music academies of higher education with programmes recognized by national legislation.

Structure and Curriculum General music education teachers are required to possess the Teacher Training Graduation Certificate mentioned above. Music graduates in with the Teacher Training Graduation Certificate can teach general music education in public schools or in music schools. They are also qualified to teach in higher music education institutions provided they obtain a Masters in Music Diploma and successively, the Diploma of Doctor of Music.

In addition to the undergraduate studies described above, there are two other forms for training future music teachers for postgraduate levels (Master and Doctoral studies). The individually designed programmes lead to qualification for teaching in higher music education.

All teachers have to pass distinctive stages and exams along their career: confirmation (after 2‐3 years of employment), teacher status II (grade II) and teacher status I (grade I, after 5‐10 years). University teachers carry out organisation and monitoring of the continuous training.

Musicians who did not choose the DPPD module during their university training, but feel the necessity of educational skills later in their career can attend courses within the module offered by the DPPD.

Employability Please note that although the Teacher Training Module is attended by a large percentage of students from all music profiles (in the case of the National University of Music in Bucharest 95%), the number of students who wish to pursue a teaching career is probably lower. Most students are found to consider this career only as a possible alternative to another job.

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Continuing Professional Please see above. Development (CPD)

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SLOVAKIA

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM The education system for young musicians in Slovakia is structured in three main divisions.

Elementary artistic schools: children in the age of 6 up to 15 years, 95% of these schools are state schools.

High artistic schools ‘conservatories’: six years study programs – after fourth year students have final exams (as other general high schools) after which they can study two more years. After the 6th year students receive a diploma. The conservatories in Kosice, Zilina, Banska Bystrica and Bratislava are controlled by state. There is one private conservatoire in Topolcany and in Bratislava there is church conservatory

After four or six years at the conservatory young professionals can choose to seek employment in the profession or continue their studies at a Music Academy. In Slovakia there are two music academies, in Bratislava and Banska Bystrica. Both are state institutions and are independent of any university. In comparison with other universities, music academies have fewer students. Since the Bologna Declaration of 1999, both academies are fully compatible with other European institutions of similar education focus (three cycle study – BA, MA, ArtD; credit system ECTS; etc.), students and teachers more frequently use the possibilities of scholarships in various short study programmes at schools abroad. The major goal of professional music training in Slovakia is to educate excellent professional musicians.

Total number of Eight (including the conservatories) institutions

Total number of music Approximately 1.000 in the conservatories students

Funding State funding through the Ministry of Education.

Curricula Curricula are controlled by the State.

Qualifications B.A. and M.A. of Composition and Conducting

B.A. and M.A. of Music Theory

B.A. and M.A. of Keyboard Instruments

B.A. and M.A. of String Instruments

B.A. and M.A. of Wind Instruments

B.A. and M.A. of Voice

B.A. and M.A. of Dance

Entry requirements 1st cycle: High School or Conservatory diploma, Audition

2nd cycle:Bachelor degree, Audition

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3rd cycle:Master’s degree, Audition, Interview

% of students who Approximately 90% continue with 2nd cycle

% of students who Approximately 30%; PhD and ArtD are offered. Third cycle studies are offered at the continue with 3rd cycle Academy of Music and Dramatic Arts (VSMU).

3‐ cycle system 1st cycle (BA): 3 years

2nd cycle (MA): 2 years

3rd cycle (ArtD): 3 years

Credit point system Institutions make use of a credit point system, compatible with ECTS.

Quality assurance In Slovakia, the external quality assurance process is organized as follows ‐ the Ministry of Education appoints an Accreditation Committee, which consists of experts from all educational fields. The Committee reviews the quality of study programmes approximately every five years. The process is obligatory and public. It is organized institutionally and nationally. The standards used in the process are set by the Accreditation Committee. Every university must go through this process in order to get its programmes accredited, otherwise the institution will not be considered a real and complete educational institution. A self‐evaluation report is sent yearly to the Ministry of Education. In addition, every time a new subject, concentration or department is introduced or opened it has to be approved by the Accreditation Commission. In addition, the Accreditation Commission periodically reviews the entire curricula. The Committee sets the standards used in this process.

Employability 90%

Academic year Start in October, end in June; divided into two semesters – winter and summer.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Slovakia has a music school law, which guarantees the right of education and the right to develop skills for each member of the Slovak society.

Three types of music schools are known: General Music Schools, Specialised Music Schools and Secondary level educational institutions specialised.

General Music Schools aim their education at amateur education as well as preparation for professional music training. Specialised Music Schools mainly prepare their students for professional music training, but provide some amateur training too. Secondary level educational institutions specialised in Music B prepare their students for professional music training only.

General Music Schools and Specialised Music Schools are affiliated to the Association of Basic Arts Schools of Slovak Republic. There are private music schools as well; these are not associated to the Association of Basic Arts Schools of Slovak Republic.

In Slovakia, it is common for children to start with pre‐instrumental classes before starting with instrumental/vocal lessons at a music school. Most students start with a preparatory pre‐instrumental class, which usually lasts for a year.

The average starting age for strings/piano and woodwinds lies between 6 and 8 years of age. Children playing improvised music/jazz/pop music or brass instruments tend to start later; from 8 years of age onwards.

Children start vocal lessons, averagely, between 6 and 10 years of age.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

There are several faculties on Slovak Universities, which have special Departments for Music Teacher Training ( in Nitra, Prešov, Banská Bystrica, Ružomberok and Bratislava). Apart from the pedagogical University level course for music teachers there are higher music education Academies in Bratislava and Banská Bystrica, as well as the pending opening of the private Academy of Music and Art Jan Albrecht in City of Banska Stiavnica.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions As previously mentioned, there are six University level institutions that support instrumental and vocal teacher training. There are also pedagogical study courses at Academies; although these course are not at same level for full pedagogical study.

Graduates from full performance programme continue on University level to become qualified to teach.

Graduates of the second phase of conservatoire are required to take pedagogy courses to be qualified to teach at elementary music schools. In order to teach instrumental / vocal music in the general school or higher (conservatoire) a teacher must have graduated in a performance programme and must have taken optional pedagogical courses during the 5‐year programme offered only at the music academy. Graduates in performance programmes from the academy of music without pedagological courses must complete 4 semesters of pedagogy at the university to become qualified to teach.

Structure and Curriculum Training for teachers of musical instruments begins with conservatoire studies (ages 15‐18). The conservatoire in the Slovak Republic is upper secondary education. The study has 2 phases.

• The first phase lasts four years, finishes with state school leaving examination with no degree. Such teacher would be viewed as unqualified and another higher education is required.

• The second phase is two years, containing pedagogical courses. It ends with a public concert, with no degree. It qualifies to teach at elementary music schools or to be a professional musician. The graduate is not qualified to teach music in general education.

Music academy stands as higher education for students of conservatoires who want to develop their instrumental practice and performance. Five year program leads to degree Magister of Art. Performance programmes can also include optional pedagogical courses. Graduates of these programmes can teach in conservatoires. Graduates of performance programmes who have not followed any pedagogical courses must first complete a pedagogical course of four semesters at

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the university before they are qualified to teach.

Each entrance examination consists of playing an instrument, sometimes singing or another audition, submission of a CV and an interview.

Continuing Professional Development Graduates can pursue their studies as a postgraduate student, on the (CPD) doctorate level, as well as LifeLong Learning courses.

CPD in Slovakia is expensive and thus has limited capacities, however there are some excellent centers and departments.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Music teacher training in Slovakia is organised for three target groups:

Music teachers for kindergartens

Trainees either do a four‐year course at “educational‐social academies", beginning at the age of 15 and completing it with an examination that entitles them to university admission, or a university degree course in "preschool education" that lasts five years: the first three are a Bachelor, the final two an Master course.

Music teachers for the first level of general elementary education (children aged 6‐10)

Trainees do a university course in preschool and elementary education that lasts five years: the first three are a Bachelor, the final two a Master course. Music is compulsory for all students. If they wish, students can also take a course that offers a more in‐depth study of music. This is a good opportunity for music school graduates to extend the knowledge they have already gained.

Music teachers for the second level of general elementary education (children aged 11‐15) and at specialist schools (for kindergarten teachers) and conservatories (ages 15‐18).

Teachers are trained at university on a course consisting of three years to a Bachelor and two to a Master entitled ”1.1.3 Teacher Training for Educational and Artistic Subjects”. Music is usually studied in combination with another subject. Some subject combinations are set joint courses while in others students are free to choose their second subject. In Slovakia a Master’s degree is generally required to enter the teaching profession. Bachelor graduates can currently only work as teaching assistants or in areas outside school (such as leisure centres, culture management).

Institutions Please see above ‘Instrumental and vocal teacher training’.

Structure and Cirriuculum Subjects offered for a BA music teacher training course (60 ECTS credits) include artistic subjects (instrument playing, singing, etc.), musicology and theory of music course.

The complete Bachelor course contains 180 ECTS credits, with 60 each being awarded for music, the second subject and the educational‐ psychological disciplines. Practical training in the classroom is provided for in the third year of the BA course for two weeks (classroom visits only).

Subjects for the MA in music teacher training include:

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Subject field Fields

Artistic subjects Composition, arrangement, improvisation, ensemble work

Vocal ensembles, chamber orchestra, folklore ensemble (with singing, dance, cymbal groups)

Music and computers, folk music

Musicology 20th century music

Pop and rock music, religious music

Theory of music Analysis of works

Music education Teaching methodology, practical workshops

In addition to the 60 ECTS credits for music another 60 ECTS credits are awarded for the second subject. The ratio of compulsory, compulsory optional and optional subjects is 70:20:10 per cent. Practical training in the classroom is provided for in the first year of the Master course for two weeks in each semester and in the second year for six consecutive weeks.

The approaches used are traditional university methods: lectures, seminars, practicals. Each period lasts 45 minutes. In a joint degree course (with two subjects) there are 18 periods a week: seven music periods, seven of the other subject and four in educational, psychological, philosophical and sociological topics. Instrument lessons are offered as private tuition, voice training and pupil‐oriented music‐ making for small groups of two or three.

Assessment and Examination

Entrance Instrument playing examinations Singing

Theory and history of music (paper)

Ear training

Examinations As a rule five examinations should be taken during the course each semester during the "Training for of study Teachers of Educational and Artistic Subjects": two in music, two in the second subject and one in educational theory/psychology). Of the two exams in music, one should be theory and the other a practical.

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Final Examinations Bachelor finals in instrument playing, singing and choral conducting

Defence of a thesis: 50 pages for Bachelor, 80 pages for Master

Oral exam in educational theory, psychology, history of music, harmony and polyphony, form, folk music for Bachelor

Oral exam in music education, analysis of works for Bachelor, completion of a project in educational theory and methodology for Master

Employability and Continuing There are several possibilities for further study within the framework of Professional Development (CPD) higher education:

• ‘First qualifications exam’ at a methodical‐pedagogical centre. The entry requirement is five years of practical experience, the examination (about 30 pages) should reflect for about 75% of actual practice. There is no title, only progression in salary level.

• ‘Lower doctoral degree’ leading to the title Doctor Paedagogica (PaedDr.), is offered by Universities, Schools of Music. This examination is more extensive and in‐depth (80‐100 pages) and will also lead to salary improvement. No number of practical experience years is specified, so relatively ‘fresh’ graduates can apply.

• Doctoral studies at the university, leading to a PhD.

Other possibilities for further education include:

• Seminars, lectures and workshops for music teachers in methodical‐pedagogical centres. These activities are built on requests from the field of music practice. Each centre has a designated organiser of such events.

• For lecturers and graduate students there are international activities with countries in the framework of bilateral agreements with countries such as Austria, Poland, Czech Republic, etc.

• European programmes like Socrates, Grundtvig 2, Leonardo, etc. offer new possibilities.

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SLOVENIA

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM The undergraduate study on the Academy of Music in Ljubljana is a four years programme and gives a University diploma. Graduated students can find job in orchestras, in music schools etc. They can also become independent artists.

On the Academy of Music in Ljubljana there are two types of post‐graduate studies, named Magisterium (Master) and Specialisation. Both are two‐year programs. Specialisation is an artistic programme and Magisterium is a scientific program. The Academy of Music also offers a four year Doctoral Study Program. There are programmes for Composition and Music Theory, Conducting, Singing, Piano, Organ, Orchestral instruments, Guitar, Church Music and Music Education. There is also a Faculty of Education in Maribor (University of Maribor).

Total number of Two institutions

Total number of music 400 + students

Funding State‐funded, through the Ministry of Education.

Curricula Curricula for professional music training are controlled by the State.

2‐cycle system 1st cycle: 4 years

2nd cycle: 2 years

Qualifications 1st cycle: University diploma; Professor of Music or/and Academic Musician

2nd cycle: Master or Specialization; Magister or Specialist

Entry requirements (2nd Diploma with honour and knowledge of one foreign language. cycle)

% of students who Approximately 10% continue with 2nd cycle

3rd cycle Third cycle programmes are offered in professional music training.

Credit point system Institutions make use of a credit point system, compatible with ECTS.

Quality assurance Higher education institutions in Slovenia are not subject to any formal external quality assurance processes.

Academic year Start October 1st with two semesters.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

In Slovenia, music education in elementary music schools exists for most instruments for young students. After finishing elementary music school, talented pupils continue their study of music on secondary music schools (Ljubljana, Maribor, Celje, Koper, Velenje), where they have individual lessons of instrument for three times a week (3 x 45 minutes). They furthermore have lessons of music history, music theory etc. Elementary and Secondary Music schools in Slovenia are State Schools. After finishing the secondary school with Matura, candidates can study music on the Academy of Music in Ljubljana (Member of University of Ljubljana), which is the only music high school in Slovenia.

TYPES OF PRE‐COLLEGE EDUCATION

Elementary Music School (Nižja Slovenia knows a state funded system of music education which takes place Glasbena Šola) parallel to the general education system. Elementary Music Schools and Secondary Music Schools together provide a complete trajectory of pre‐college education that leads up to the entrance level of higher music education.

To be able to enter an Elementary Music School, students have to take an entrance test. Most students are accepted, provided the school has enough places. Students enter the school between the ages of 5 and 7, finishing when they are 15 years of age.

Elementary Music Schools use a (national) curriculum; for woodwind, brass and singing it takes 5 years, for all other instruments it takes 8 years. Students receive individual instrumental tuition for 30 minutes twice a week, theory subjects for one and a half hours a week, and orchestra or ensemble lessons. There are no jazz combo’s, only big bands, and there are no improvisation lessons provided.

After each year, except for after the first year, students are required to take an exam. When they fail an exam, they are allowed to repeat it once. Failing twice means that students have to leave the school.

Elementary Music Schools are state funded, but students pay a small monthly fee.

Secondary Music School (Music Music Gymnasia offer music education at an advanced level in combination with Gymnasium) (Glasbena Gimnazija) some general education subjects. Students are accepted after serious entrance examinations. They enter at the age of 15. Music Gymnasia offer a 4 year (national) curriculum, which directly leads up to the entrance level of higher music education institutions.

Although Music Gymnasia do not provide a full general education curriculum, their education is recognised as secondary school level; students could study at a Music Gymnasium only, and graduates are able to study any subject in higher education. However, most students continue in higher music education.

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Students could also go to regular secondary schools to receive their general education. In that case, they would only take the music related subjects at the Music Gymnasium.

All Music Gymnasia only have a Classical Music Department, except for one Music Gymnasium in Ljubljana that also has a Jazz Department.

Contrary to Elementary Music Schools, education at Music Gymnasia is free.

Private Music School Private Music Schools are very popular, and many exist: 4 Private Music Schools are acknowledged by the state, meaning that they receive some financial support. There are around 10 other schools that do not receive state funding. Even though some Private Music Schools receive state funding, their tuition fees are still much higher than for Elementary Music Schools.

The popularity of Private Music Schools may be explained by different factors. Private Music Schools do not have entrance examinations. Some schools use special music educational systems (e.g. Edgar Williams) and are specialised in teaching very young children (from the age of 3 onwards). Private Music Schools also provide pop and jazz lessons and teach improvisation. Because of their private status, schools can be much more flexible, for example in adapting to special demands or needs a student might have.

Private tuition Qualified teachers provide instrumental and vocal tuition outside of any institutes or general education systems. Over the last years, the popularity of private teaching has increased. It is not considered to be very expensive. There are also private teachers providing theory lessons.

ADDITIONAL INFORMATION There are no formalised links between pre‐college institutions and the Academy of Music in Ljubljana. The informal links are not very strong either, although there are some Academy teachers teaching at Music Gymnasia.

The Academy of Music in Ljubljana does not have a Junior Department or a Preparatory Course.

STUDENTS ENTERING HIGHER MUSIC Most students come from Secondary Music Schools (Music Gymnasia). EDUCATION Additionally, a relatively small number of students come from private lessons, Private Music Schools, or from abroad (Croatia, Bosnia, and Serbia).

SPECIAL FACILITIES FOR TALENTED Talented students studying in Elementary Music Schools can receive longer, STUDENTS AT PRE‐COLLEGE LEVEL individual lessons (45 instead of 30 minute private lessons, twice a week). Music schools have their own orchestras and ensembles. On a national level, there are no youth orchestras that work year‐round. However, there are orchestras for talented students organised during summer courses. Students are selected through auditions.

Slovenia hosts music competitions for young musicians on a national level. Most other facilities are not organised on a national base, but are often financially supported by private foundations.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

In Slovenia both instrumental and vocal teachers training and training for music teachers in general education are offered. The training is offered at university level. According to the Slovene legislation a music teacher in general or specialised music education must be a university graduate (Bachelor’s degree). The following universities provide training for music teachers:

• University of Ljubljana, Academy of Music (both instrumental and vocal teachers, and music teachers in general education)

• University of Ljubljana, Faculty of Education (music teachers in general education)

• University of Maribor, Faculty of Education (music teachers in general education)

• University of Primorska, Faculty of Education (music teachers in general education)

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions The University of Ljubljana, Academy of Music is the only institution providing training for instrumental and vocal teachers. The training is offered in various departments: composition and music theory, vocal department, various instrumental departments. The pedagogical programmes are separate from those for performing musicians. However, students have the possibility to study in both programmes at once.

Structure and Curriculum The undergraduate programme is four years (eight semesters, 3000 taught hours, 240 ECTS). This can be complemented with a Masters/specialization programme (two years) and in some cases a doctoral programme (two years). Under specific circumstances it is possible to start directly with the doctoral course, which in this case lasts up to four years.

Employability Instrument‐specific professors (e.g. piano professor) have a wide spectrum of musical abilities, skills and knowledge as well as demanded instrumental music didactics, general pedagogical and psychological knowledge. The table below specifies the qualifications required per level of education.

Level Qualification

Pre‐school Music professor

Music School (primary level) Instrument specific professor

Music theory professor, Specialist Art grammar school (2ndary level) (instrument)

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TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions The University of Ljubljana, Academy of Music, and University of Maribor, Faculty of Education both offer programmes for (in the Department of Music Pedagogy):

• Classroom teaching of music in primary (fourth to ninth grade) and secondary schools

• Pre‐school and classroom teaching in special music schools

The University of Ljubljana, Faculty of Education, University of Maribor, Faculty of Education, and University of Primorska, Faculty of Education, all offer (in the (Department of Pre‐school Teaching, Department of Classroom Teaching):

• Pre‐school teacher

• Classroom teacher (first to fourth grade of primary school)

Structure Class teaching programmes last four years (eight semesters, 3045‐3285 hours, 240 ECTS). In each of the four years, students must acquire 60 credit points.

Candidates for the Music teacher training must pass an entrance exam. At the Academy of Music (University of Ljubljana) it includes:

• A written test: first, the larger part of the test includes tasks from fields of the harmony, counterpoint, music forms and music history. The second part is a short essay on different musical topics (30%)

• Piano performance (25 %)

• Singing with an accompaniment (solfeggio is also included in this) (30%)

• A pedagogical interview with the candidate (15%)

Candidates who are successful at secondary music schools (music theory programmes) must do just the third and fourth part of the entrance exam. Candidates who successfully finish general secondary schools (gymnasium) and additional music education from the music schools must pass all parts of the entrance exam.

Students study progress is assessed in all four years mainly through examinations. The form of the exam and the assessing time differ in relation to the nature, aims and tasks within the subject (written exam, aural exam, practical exam, combined exam, teaching portfolio, diary, observed teaching).

Teaching competence is assessed by university teachers (moderators of teaching practice), school teachers ‐ mentors (partly) and peers (partly). The criteria for assessment are developed inside the course separately for students in years 1, 2, 3 and 4.

The final examination at the end of the study consists of:

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• A final exam lecture at school (the student can choose the type of school)

• Written work and defence of it (the student can choose the theme/title of the work and mentor)

• An aural exam – questions based on musical literature (students choose pieces from an extended list)

At the beginning of their time in school, the music teacher has the status of a trainee. Traineeship lasts for ten months. A teacher‐mentor, an experienced music teacher, monitors the trainee and assesses him/her at the end of the traineeship. The report on trainees’ work is sent to the commission for professional examination. Once the traineeship has been successfully concluded the future music teacher takes a professional examination in front of the commission. After that examination the trainee is considered to be fully competent to work in the field of education and training.

At the Faculty of Education, University of Maribor, it is only class teachers who have to pass the entrance exam to check their musical abilities. The absence of an entrance exam at the other two Slovenian Faculties of Education is a problem because some students have a low level of musical abilities. Further examinations through all four years of the study are carried out in similar ways as those mentioned in music teacher training at Ljubljana. The final thesis can be also written on the musical area and defend on final graduate exam. The next stage is ten months of traineeship at a primary school and a professional examination. After that the class teacher is deemed fully competent for work with pupils.

Curriculum The class teacher curriculum consists of a range of pedagogic subjects and technical‐theoretical subjects including special didactics. At the Faculty of Education (University of Ljubljana) teaching training includes the basic principles of the following subject areas: Slovene language and Literature, Natural Science and Craft, Social Studies, Mathematics, Music, Art and Sports. A classroom teacher must also possess knowledge of philosophy, pedagogy, psychology and sociology, as well as basic methods of research work. Musical subjects include vocal/instrumental subjects, music contents and didactics of music education.

In total the undergraduate programme consists of 3165 core hours (240 ECTS) there are 240 core hours of musical subjects which means 7,6% of the total hours (45 ECTS) or 18,7% of the total ECTS. In total, the undergraduate programme consists of 3225 core and optional hours (240 ECTS) there are 480 core and optional hours of musical subjects which means 14.9% of the total hours (45 ECTS) or 18,7% of the total ECTS. Those students who finish the choral‐conducting course (an additional 60 hours among optional subjects) obtain a certificate of qualification for conducting choirs at the initial level of primary school.

The following tables show other example of curricula of teachers training for general education, taken from the curriculum offered by the Academy of Music in Ljubljana.

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Choral conducting, Score playing, Choir, Singing, Gregorian chant, Piano, Improvisation, Artistic Instrumental group play subjects Gregorian chant (*2nd year)

Solfeggio, Composition technique (counterpoint), Composition technique (harmony), Composition technique (music‐forms analysis), Composition technique 20. century, Music acoustics, History of

Music theory world music, History of Slovene music, Special and history lectures in music history, Music around the world, Ethnomusicology, Multimedia (music and computer science)

Music for the film, Jazz, Musical literature 7

Psychology, Pedagogy and adult education with 8, methodology, General music didactics Special Pedagogical music didactics 9, Pedagogical practice (classroom learning and teaching, combined practice according to a yearly schedule)

The Music teacher training course at the Academy of Music (University of Ljubljana) includes different teaching and learning approaches: lectures, seminars, workshops, smaller group work, individual work, music‐pedagogy practise, self‐directed study, portfolio and e‐learning.

Teaching skills are process developed throughout the four years. The theory and the first practical exercises for teaching music is the main domain of the subject special music didactics. The first year students learn how to teach music to pre‐ school children and primary school pupils in the first three years of schooling. The second year is oriented towards the higher classes of the primary school: from the 4th class (9 year old pupils) to the 9th class (14 year old pupils). In the third year the focus is on music schools, preparing teachers for teaching music theory and solfeggio. The final year is oriented towards teaching and learning music in secondary schools (gymnasium). Students have connected pedagogical practice through all four years. They can develop their teaching skills through classroom observations, independent lesson execution and continuous practice.

In the class teacher educational programme (Faculty of Education, University of Ljubljana) there are approximately a quarter of all the hours of lectures, practical classes and seminars allocated to pedagogical subjects and the other part for

7 Focus on specific musical works. 8 Didactics apply to music for all students with pedagogical orientation of study (future instrumental teachers and future music teachers in the schools). 9 Subject for Music teacher training students with the different orientation: 1st year (teaching music at the pre‐school level), 2nd year (teaching music in the primary school), 3rd year (teaching subjects the subjects Music science and Solfeggio in the music school, 4th year (teaching music in the secondary‐school).

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specialist theoretical subjects with their teaching methodologies. Students come into direct contact with pupils during classroom observations, by student‐ teaching and during teaching practice. Practical training is carried out continuously through all four years of the course, introducing students gradually to independent pedagogic work (from observing to assisting, guided and independent experience). In addition to this each student must carry out one hour of observing the teaching process and one hour of teaching within each special (including music) didactics class.

Employability Music professors have a wide spectrum of music abilities, skills and knowledge as well as the appropriate music didactics, pedagogical and psychological knowledge. Class teachers and pre‐school teachers have a range of pedagogic and technical‐theoretical knowledge as well as the appropriate music didactics, music contents, and vocal/instrumental knowledge according to their work field. The table below specifies the qualifications required per level of general education.

Level Qualification

Pre‐school Pre‐school teacher

Class 1‐3: class teacher

Primary school Class 4‐6: music professor or class teacher

Class 7‐9: music professor

Secondary School Music professor

Continuing Professional Continuing professional development happens through programmes of Development (CPD) knowledge improvement of professionals working in the field of education. In‐ service music teachers have the right to spend at least five working days per year attending improvement courses and to salary compensation due to their absence from work. Ljubljana Academy of Music is one of the institutions that offer such programmes, although these are not on an annual basis.

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SPAIN

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Professional music training in Spain is not part of the general higher education system (universities). Since 1990 when a new Law of Education began (Logse), professional music training in Spain was considered Secondary Education, though the value of the diploma was equal to a BMus degree. A new Law of Education (L.O.E.) was put into effect which considers professional music training neither Secondary Education nor a university education; it is considered separate from the other two and to rule it, a new administrative official body will be made.

The musical education in Spain follows a parallel development to the system of general education. It is divided into three grades: Elementary, Medium and Superior. The implementation of the new law only began to affect music studies at the Superior level from the year 2001.

Only the Superior Conservatoires (public) or Superior Schools of Music (private) are authorised to offer superior level music education (or Professional Music Training). To be admitted, students take an entrance examinations, at the national level, after completing medium grade music studies, as well their normal high school education (although sometimes Superior level training can also be carried out without these previous studies).

The Superior Conservatoires award a title equivalent to, and recognised at the university level.

Total number of There are 27 Superior Conservatoires, some of them with outlying departments in other institutions cities.

Total number of music Approximately 3.400 students

Funding The public superior conservatoires depend economically on the Education Department of the Autonomous Government. In these centres, the students pay a similar registration to the Universities. The private superior conservatoire depends on students´ fees. Students are often granted a scholarship by sponsors through the Conservatory’s own foundation.

Curricula The curricula are developed in three levels:

Basic level (general content): Ministry of Education and Culture.

Concrete level (specific subjects / hours): Autonomic Government

Application level (distribution / content): Each Conservatory

2‐cycle system 1st cycle: 4 years

2nd cycle: 1 – 2 year(s)

More in‐depth changes in the Master and Doctorate level studies due to the Bologna process can be found in this document in the section on music teacher training.

Qualifications At the time of this writing, the system implemented gives the student who completes graduation requirements the title of ‘Superior Professor of ... (instrument or specialisation)’.

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Specialisations (also in the new system)

Instrument performer

Teacher of instrument

Teacher of musical language

Choir conductor

Orchestra conductor

Composer

There are also some Conservatoires with specialities as Sound Engineering or Music Management but these are not considered as superior titles.

3rd cycle Students can do a Doctorate in musicology at the university but not at conservatoires. Some credits from the conservatoire may be recognised by the university. The superior title in music gives direct access to third cycle in the university.

Credit point system Institutions make use of a credit point system, which is compatible with ECTS. The system to rate credits may differ from one autonomous community to another.

Quality assurance Higher music education institutions in Spain are currently not subject to any formal external quality assurance processes. Indeed, quality assurance covers universities, but it is not applicable to conservatoires. A new law is expected in 2010 and could bring changes to this situation.

Employability Graduates still in the old system (before the application of the Logse law) are able to apply for any professional post related to music as performer or teacher. In the new system this depends on the speciality chosen.

During the last seventeen years Spain has experienced a tremendous ‘boom’ regarding music learning places. That is music schools, and conservatoires of three levels: elementary, middle grade and superior grade. Also a number of new professional symphony orchestras were made.

Academic year The superior course may be taken in one whole course per year or divided in two semesters. The course starts by mid‐September and finishes by the end of June.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Pre‐college Department is the name used for all types of pre‐professional education provided inside institutions that provide higher music education. This includes Junior Departments (music education on a pre‐professional level for highly talented children and youngsters) as well as Preparatory courses (special course preparing talented students for admission to higher education in music).

The following higher music education institutions have a Pre‐college Department within their institution:

• Real Conservatorio Superior de Música, Madrid (no Junior Department)

• Conservatori Superior del Liceu, Barcelona (has a Junior Department)

TYPES OF PRE‐COLLEGE EDUCATION

Pre‐college education in Spain is divided in two different levels:

1. Elementary grade

2. Medium grade

Between 0 and 7 years of age, the phase generally identified as ‘start up’, the musical education is out of the formal educational system of special rule.

Elementary grade Elementary education is meant for students from 8 to 11 years of age, and is made up by two two‐year cycles each, that match the second and third cycle of the general Elementary Education.

The Elementary Grade aims at introducing students to music and its language through the training on a musical instrument.

Medium Grade The Medium Grade serves students from 12 to 17 years of age, and consists of three two‐year cycles, that match fully with the three cycles of the General High School Education. The objectives of the Medium Grade are, also through the learning of an instrument, to prepare students both towards the access of specialised studies of the Musical Higher Grade, as well as to serve as founding base towards other different educational and professional endeavours. As a consequence of this ambivalence, in certain areas of the Spanish State the Medium Grade Studies are considered to be fully professionalising, while in other parts of Spain it only last two courses.

Two aspects have to be added: the educational and curricular autonomy of the institutions as well as the much diversified patterns of administration they are under. All of this makes that one of the most representative and easy to identify factors to assess the level of professionalism of the education delivered by a given institution, is the time allocated to it: the most professionalising education is the one whose curriculum assures a maximum stay of five years through the Elementary Grade and eight years in the Medium Grade, both limits being set by the LOGSE itself.

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ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Most students come from Specialised Music Schools (offering special curricula EDUCATION preparing students for professional music training at higher education level outside of the general education system). Fewer students come from General Music Schools (music education outside of the general education system for students of all ages and stages). There are not many students coming from Secondary level institutions that offer music education on an advanced level without general education. Hardly any students come from private lessons, Junior Departments or Secondary Level Institutions that offer general education with a specialisation in music education.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Music Teacher Training in Spain is provided essentially by Conservatories and Music Schools (Escuelas Superiores de Música), which offer the only official titles of Instrumental/vocal, Musicology, Pedagogy, Composition, Conducting and Pedagogy.

Universities are responsible for Music Teacher Training in General Education. For the Primary School, they offer a Bachelor degree, and for Secondary School, they offer courses of didactic specialization. In addition, universities offer a degree in History and Sciences of Music which is similar to studies of Musicology.

In the academic year 2010‐2011, a new structure was implemented in accordance with the European Higher Education Space (EHES): Bachelor/Master degrees, ECTS credits and Diploma Supplement. This will provide a new situation with little changes in the Bachelor but many others in the Master and Doctorate. For example:

• Music Bachelor degree will be offered exclusively in the Conservatories and Music Schools in the fields of Composition, Conducting, Instrumental/vocal, Musicology, Pedagogy, Production and Management, and Sonology.

• Universities may provide Bachelor degrees in those teachings do not match up on its label or content with the aforementioned (i.e. History and Sciences of Music).

• Training for music teacher in primary general education will continue to be offered exclusively in Universities.

Music teacher in secondary general education comes usually from conservatories or universities (mostly from studies in humanities). Both have to complete a specific teaching in the University to works as an official teacher.

Master in Music Teacher Training (as another Master in music) may be given in universities or conservatories, but also by establishing partnerships between the two institutions.

The Doctorate is obtained at the University and is also envisaged establishment of agreements with the conservatories.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Bachelor degree

Studies degree in musical specialties can be followed in the 22 or Conservatories or Music Schools that there are all in Spain. The studios of degree in History and Sciences of Music may be followed in five universities. Universities began to teach other music‐oriented degrees.

Master

Nowadays, some universities offer Masters in music studios. The conservatories have begun to establish agreements with the University to provide Master programmes, however it has not yet begun to be taught in teacher training, which will be necessary to become professor in the conservatories.

On the other hand, some universities and conservatories have their own degree

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programs you are also called master but have no academic validity.

Doctorate

At the moment in Spain can only be achieved doctorate at the University.

Structure The Ministry of Education determines the structure exists and the basic contents of the music programs throughout Spain. All of Bachelor degrees are four courses (240 ECTS). Master can be of one or two courses (60 or 120 ECTS).

The basic contents are common for all conservatories and are equivalent to 55% of total of ECTS credits. The government of different regions (Autonomous communities or CCAA) completes the programs of studies according to their preferences.

Master does not have basic control of content and must be approved by the ANECA (National Agency for Quality Assessment and Accreditation of Spain).

To access music studies at the conservatories an entrance test is required, which consists of an instrumental audition and other exercises as musical analysis. In universities there are no specific admission tests. However, in both cases, it is necessary to have a bachelor's degree in general education or take a specific test.

Teacher education degree programs in the conservatory are only compulsory on Pedagogy studies. Nevertheless, many of CCAA introduce teacher training courses in other specialties.

Curriculum Basic contents set by the government are divided into ‘Basic training’ and ‘Compulsory Matters of specialty’.

Basic Training Matters provide a common link between all specialties and are divided into two main areas: ‘Culture, thought and history’, ‘Languages and music technology’. This includes subjects such as harmony, hearing education and history of music.

Specialty Compulsory Matters offered specialized training in instrument/voice, ensembles, Technology, Research, Teaching, etc.

Outside Professional Practices are programmed with a maximum of 60 credits.

Employability The designation of a Bachelor's Degree is ‘Graduate in Music + Main subject’

The designation of Master title is ‘Masters in Art Education" + specific name of the title’.

Most graduates of the conservatories have the opportunity to work in the field of music. The most common options are: teaching in conservatories (first and second level) or in formal and vocational academies.

They also have the opportunity to engage in secondary general education beyond the university CAP (Certificate of Didactic Specialization) or performance in orchestras, bands or choirs.

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In order to be considered a professional, a student must obtain at least a Bachelor degree. To be considered an official educator, the student is required to obtain a Master degree or equivalent. In addition, for teaching music at the conservatories public is need to pass a central Examination (oposición).

Spanish law provides a pedagogical and didactic training with a Masters in teacher education, however at the time of this writing (2010), such courses have not been offered in any centre and therefore are not legally enforceable.

Continuing Professional The administration organizes the training of teachers through programs in Development (CPD) training centres exclusives for teachers. Training can also take place at universities or other institutions with relevant conventions, such as trade unions.

The Government encourages continuing professional development by means of amounts of salary every 6 years, if objectives are reached.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Primary school Music Teacher Training takes place in 50 universities.

Training for Music Teacher in Secondary Education is only two years in the University to complete; this is the Certificate of Didactic Specialization (CAP) which one can only receive from study in the university.

Structure Program for Primary school Music teacher training is a Bachelor degree with 4 courses (240 ECTS).

There are no entrance examinations. As a result the student group is extremely mixed: students with sound musical knowledge acquired at conservatoires or music schools are alongside students with no musical background whatsoever.

For teaching music in Secondary General Education a Certificate of Didactic Specialization (CAP) is the end goal. In order to receive this, the student must complete two phases: (a) an academic period which may be directly connected to the higher‐level studies, and (b) a pre‐professional period, consisting of a teaching training practice period of at least three months. Both phases combined must not exceed two academic years time.

Within the Bologna process, the CAP will be replaced by a Master Teacher training.

Curriculum A Music Teacher Training degree of Primary includes different teaching and learning approaches. These are divided on several kinds of subjects, such as Basic training, Compulsory Matters, Practicum and Optional subjects.

The new itinerary (mención) in Music, with specific musical subjects, takes place in the last two years of studies and takes up 45 ECTS.

Internships are supervised by a music teacher in coordination with a lecturer from the university. This allows the student to contact with the reality of school closely and intensively.

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Employability The new title is named “Degree of Teacher in Primary Education” + itinerary (mención) in Music.

Being a regulated profession, the title is needed to access to a job.

This qualification entitles to practice as a teacher at the stage of primary education (not only musical education) in both public and private Schools throughout the geographic scope of the European Higher Education Space (EHES).

Music Teachers in Secondary General Education is traditionally come from conservatories or universities. In addition to a Bachelor degree and the Certificate of Didactic Specialization (or later Master), for teaching music at the public school is require to pass a central examination (oposición).

Continuing Professional There are many opportunities for music teachers to continue their education Development (CPD) once they have entered the professional field. Lectures, seminars, and additional courses are offered by the institutions.

As in the conservatories, for teachers in general education (primary and secondary school) the Spanish government encourages continuing professional development by means of amounts of wages every 6 years, if objectives are reached.

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SWEDEN

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Note: At the time of this writing, Sweden is undergoing major reform in the music education sector. As this is an ongoing process, this particular text unfortunately does reflect the most recent changes, especially those in the latter half of 2010, as it was written and complied during the summer of 2010.

All professional music training in Sweden is incorporated in the general university framework and falls under the same jurisdiction. All undergraduate education is provided in the form of courses. These may be combined by the institution providing them to create programmes of education with a varying element of individual choice. Students themselves are also able to combine different courses into a degree. The extent of a programme of education or a course is measured in credits. One credit corresponds to one week's full‐time study. An academic year normally consists of 40 credits, and is usually divided into an autumn term and a spring term. In addition, certain institutions of higher education give courses during the summer. One credit corresponds to 1,5 ECTS (the European Credit Transfer System).

In the Degree Ordinance, the Government lays down which degrees may be awarded and the objectives for these degrees. Every course and programme of education has a plan decided by the institution of higher education in question. Degrees in undergraduate education are divided into general degrees and professional degrees e.g. the different musical professional degrees.

The internal organisation of institutions of higher education is decided by the institutions themselves. Certain guidelines are laid down in the Higher Education Act and the Higher Education Ordinance. In decision‐making bodies created for matters of research and undergraduate education, teaching staff is always to have the majority. The students have the right to be represented by at least two members on the faculty board and on other bodies dealing with educational matters. With the exception of the above‐mentioned rules, Swedish institutions of higher education may themselves determine their internal organisational structure and the decision‐making bodies and boards required for their purposes.

The development of programmes in music in Sweden is dependent on developments in the rest of Europe and the initiatives taken and conceived in connection with the Bologna Process. This applies, for instance, to the structure of degrees, equivalence of previous studies in other European countries and the increased possibilities of finding employment elsewhere in Europe.

Total number of Six institutions

Total number of music Approximately 2.000 students

Funding All university institutions are funded by the state (from the education and research sector of the state budget). All other institutions, except Royal College of Music in Stockholm, are connected to universities and funded via the university.

Curricula The Degree Ordinance is the only Government control. It discerns which degrees may be awarded and the objectives for these degrees. Every programme has a curriculum decided by the institution of higher education in question.

2‐cycle system 1st cycle: 3 years

2nd cycle: 2 years

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Qualifications 1st cycle: Bachelor in Classical music, Jazz music, Individual curriculum (e.g. folk music, world music), Church music, Music teacher (performance), or Music teacher (classroom)

2nd cycle: Master

Separate titles:

Bachelor of education for the Compulsory school

Master of Education in Music

Master of Fine Arts in Church Music

University Diploma in Music (konstnärlich högskolexamen I musik ‐ also translated as Ba/Ma of Fine Arts in Music)

In July 2007, the old professional grades were replaced by a fully Bologna integrated ‘Artistic Bachelor in Music’ and ‘Artistic Master of Music’. The professional training of music teachers will still be a matter for the Music Academies, but the grade awarded will continue to be a ‘Teachers Exam in Music’ which is a non‐Bologna professional degree (270 credit points),

Entry requirements (2nd Passed examinations for the first cycle with acceptable results. cycle)

% of students who Approximately 80% continue with 2nd cycle

3rd cycle Four institutions offer a third cycle programme in professional music training: Malmö Academy of Music, Royal College of Music in Stockholm, Göteborg University‐ School of Music and Music Education, and School of Music in Piteå. Two other institutions are planning to offer a third cycle.

Credit point system Institutions make use of a credit point system, compatible with ECTS.

Quality assurance The National Agency for Higher Education (Högskoleverket) exercises supervision over universities and university colleges either on behalf of the Government, on its own initiative, or on the initiative of individuals. It also checks whether the rules adopted by universities and university colleges themselves appear clear and consistent to individuals and are compatible with legislation and administrative rules. The aim of the Agency’s supervisory activities is to ensure that the rules are obeyed and the needs of the public and private individuals, mainly the students at universities and university colleges, are met (see http://www.eng.hsv.se/en/iwcustimages/transp.gif).

The National Agency of Higher Education supervises, promotes and assesses the quality of institutions of higher education in various ways. The aim of assessments is to consider the rights of institutions to award degrees (bachelor and master), as well as vocational qualifications, and to assess an institution’s quality and standards for education and research. Such assessments are made in response to requests from the institutions of higher educatio n themselves (see http://wwweng.hsv.se/en/iwcustimages/transp.gif).

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Institutions undergo the accreditation process every six years. However, if an institution is subject to quality remarks, a new visit to confirm the process of development takes place after three years. The institution as a whole, as well as its programmes, is assessed but the focus is predominantly on programmes. The Agency usually conducts evaluations in two ways:

• Evaluation of the total institution in every aspect of its activities and thematic evaluations. The process is compulsory for an institution seeking grade awarding authority and is public, as the results of the quality assurance outcomes of the schools of arts are presented to the media.

• Self‐evaluation followed by a peer review, for which experts do not receive any formal training.

Employability A survey made by the Malmö Academy which is understood to be nationally representative shows 85% of the performance students professionally engaged in music activities. Around 60% of them work full time in the music sector, the rest part time in combination with other professional activities. It is worth to notice that only 17% of the professionals have one employer; 87% have two or more employers. The main profession areas are traditional performance (in many different contexts), music teaching (in many different contexts) and a great variety of ‘music and …’‐activities.

Academic year The academic year is divided into two terms. The autumn term starts in mid‐August and lasts until mid‐January when the spring term begins. The spring term lasts until the beginning of June. A brief break of about a fortnight is common at the end of December (over Christmas and the New Year).

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

There are several possibilities in Sweden to be musically trained prior to entering higher education, inside and outside of the general state organised education system.

TYPES OF PRE‐COLLEGE EDUCATION

Outside of the general education system:

General Music School/ General General Music Schools and General Arts Schools provide music education, Arts School (Kommunal outside of the general education system, to students from 9 to 18+ years of age. musikskola/ Kommunal Their education is meant for beginners and amateurs. There is no national Kulturskola) curriculum used, and students do not take examinations, and do not receive diplomas.

Whereas General Music Schools focus on music education only, General Arts Schools provide all kind of arts courses (e.g. music, dance, fine arts and drama).

General Music Schools and General Art Schools are widespread, and can be found in almost every municipality. Schools receive funding from local authorities. In some municipalities students do not have to pay any tuition fees, in others a small fee has to be paid.

Private Music School (Privat Private Music Schools provide amateur music education outside of the general Musikskola) education system, to students from 9 to 20+ years of age. Schools do not use a national curriculum.

The amount of Private Music Schools is small, but their number is increasing. Schools are provided by e.g. individuals, study associations, churches or educational companies. Since the schools are funded privately, the tuition fees being paid by its students can be quite high. Churches providing an own Music School often provide tuition for free or for a small fee.

Private tuition (Privatundervisning) Qualified teachers provide music education outside of any institution or the general education system. It caters for students between 9 to 20+ years of age. The aim of the tuition varies from amateur training to (pre‐) professional music training, depending on the student’s personal ambition.

Inside the general education system:

Music Classes in Compulsory Compulsory Schools provide general education for children from 7 to 16. School (Grundskola) Schools can have different subject specialisations or methodical ideas. Some specialised Compulsory Schools have chosen to extend music education and have organised departments, Music Classes (Musikklasser), most often specialised in choir or orchestral music. Sometimes, these schools provide music theory lessons (taught in groups of approx. 5‐15 children) and different kinds of instrumental/vocal ensembles. They can also provide tuition in music technology and multimedia production. The schools focus on amateur music education.

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Students receive a Leaving Certificate with a final grade in music.

Schools are funded by local authorities and are therefore free of tuition fees.

Music in Upper Secondary School Upper Secondary School is a non‐compulsory type of education that students (Gymnasieskola) can take after finishing Compulsory School. It caters for students between 16 and 20 years of age. Schools offer seventeen national Upper Secondary Programmes, Arts being one of them. Within the Arts Programme, there is a special program for music (the Music Branch of the Arts Programme [Estetiskt program med musikinriktning]).

The curriculum includes general education subjects, and a number of programme‐specific subjects: instrumental/vocal tuition (often one‐to‐one), music theory lessons, choir/orchestra and ensemble. Often some other specialised subjects are taught; e.g. music management, music technology and multimedia production, conducting, composition, and various subjects in performing arts education and training.

The aim of the Music Branch is broad; it prepares students for activities within the field of music, both for students who want to embark on a career in music and for those who have music as a hobby.

Students have to take examinations, and will leave the school with a Leaving Certificate with a grade in music.

Tuition is free, since the schools are funded by local authorities.

Specialised Music Schools There are two types of Specialised Music Schools:

• Folk High School (Folkhögskola)

• Supplementary Education (Kompletterande utbildning)

Folk High Schools are independent adult education colleges. They provide all kinds of training and courses to students over 18 years of age, including music training from amateur to pre‐professional level. The Folk High Schools traditionally provide the final education before higher education in music.

The music programs in the Folk High Schools are often specialised, e.g. classic‐, jazz‐, traditional folk‐, world‐, contemporary‐ and church music. It is not unusual to find the same teacher in a Music Folk High School as in a nearby Music Faculty (higher education institution).

After completing a course, students receive a certificate.

Folk High Schools are funded by the Swedish Government and are therefore free of charge.

Supplementary Education is part of the adult education system. It caters for students over 18 years of age. Supplementary Education can be provided by individuals, study associations, trusts or educational companies. It is funded privately, meaning that tuition fees can be quite high.

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Supplementary Education provides personalised study paths to students at any level; schools do not follow national syllabi. Training may go from beginner level up to preparing students for the entrance examinations of higher music education institutions, or vocational training.

The participant is given a grade or an attendance certificate from the educational provider, with assessment grades defined by each provider. Many schools also issue diplomas. Since the schools do not follow national syllabuses, the certificates have no official status. This means that they do not provide any credit points that can be used in applying for higher education.

Advanced Vocational Training and An alternative to university or college education is Advanced Vocational Education (Kvalificerad Training and Education. It is post‐upper secondary education offering courses yrkesutbildning) that aim to lead to employment. The educational programme is designed in consultation with employers. Advanced Vocational Training and Education caters for students from 18 years of age, providing music education at all levels, without general education.

Although the formal aim of the education is vocational, for some students this type of training may work as musical training to prepare for higher music education on a level similar as the education provided by Music Folk High Schools. This mainly goes for students who want to proceed to higher music education in music related studies, like music production.

A third of these studies are formed by work‐place experience (e.g. multimedia production, business marketing, music management and music production).

Students who have completed the requirements for all stages of the course receive a diploma in Advanced Vocational Training. This diploma does not count as credit points in higher education.

Advanced Vocational Training and Education is completely funded by the Swedish Government, thus there are no tuition fees.

ADDITIONAL INFORMATION

Swedish institutions for higher music education do not have formal Pre‐college Departments (the higher education ordinance and funding system does not allow it). Some institutions (Music Schools) have informal activities (‘Saturday‐ School’) where professors from the academies give master classes to talented children.

A very clear description of the Swedish educational system (i n English) ca n be found at http://skolnet.skolverket.se/polopoly/utbsys‐eng.

STUDENTS ENTERING HIGHER MUSIC Most students come from Specialised Music Schools (Folk High School, EDUCATION Supplementary Education). Fewer students come from Upper Secondary Schools, or private lessons. Hardly any students come from other institutions.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Note: At the time of this writing, Sweden is undergoing major reform in the music education sector. As this is an ongoing process, this particular text unfortunately does not fully reflect the most recent changes, especially those in the latter half of 2010.

The Swedish system of higher education was decentralised in the early 1990’s. Presently, the government sets targets and frameworks but leaves the content of education (study programmes and courses) to be decided by the institutions. Higher education contributes to promoting regional development, and the so‐called Third Priority directive was designed to promote collaboration between institutions for higher education and the business world, industry, cultural and public sector.

In Sweden, universities and university colleges are spread all over the country. Higher music education is offered in Stockholm, Göteborg, Malmö, Örebro, Piteå and Arvika. All schools belong to the local or regional university except Kungliga Musikhögskolan in Stockholm, which is an independent university college. Teacher training is available at all the six schools mentioned above.

Teacher training was reformed in 2001. The aim is to train teachers that are not only able to work in schools or other fields of education, but they should be attractive also for other branches outside music teaching. The new teacher training programme in music contains pedagogical studies and in‐field service as well as studies in the main instrument. In addition, several elective courses are available. Teacher training will again be reformed in 2011.

Both types of music teachers, for both general education and instrumental/vocal teaching, are provided. For a long time these two types have been closely integrated. In the new teacher training programme it can be difficult to identify the types.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Six

Structure and Curriculum Instruction is provided in the form of courses, mostly combined into programmes. The programmes are flexible, allowing the students to design their own profile within the framework of the programmes. It is therefore possible for students to choose their own programme, aiming at an instrumental or vocal teacher qualification at the end.

It is possible to have a variety of subjects within the diploma: music for classroom, another subject for classroom, one or more instrument(s), music theory, vocals, choir, conducting, etc. The main focus of the training programmes is instrumental/vocal training, music theory, conducting, music in the classroom, pedagogy and methodology. This is not prescribed or described by anyone but the board of the individual school.

Flexibility is an important key word in teacher training, with the implication that students will be able to easily change their area of specialisation by complementary studies. All programmes include research preparation and submitting of a thesis or completion of one or two special project(s), 30 ECTS‐ credits all together.

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Employability Teaching music outside general education is not regulated, however it is possible for musicians without teaching qualifications to have 1,5 years of teacher training to gain qualification for (instrumental/vocal) teaching.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Six

Structure and Curriculum Instruction is provided in the form of courses, mostly combined into programmes. The programmes are more or less flexible, allowing the students to design their own profile within the framework of the programmes. It is therefore possible for students to choose their own programme, aiming at general teacher qualification at the end. A credit system is used, 1,5 ECT‐credits is equivalent to one week of full‐time study. The duration of the teacher training programme is 4,5 years.

As mentioned previously, it is possible to have a variety of subjects within the diploma: music for classroom, another subject for classroom, one or more instrument(s), music theory, vocals, choir, conducting, etc. The main focus of the training programmes is instrumental/vocal training, music theory, conducting, music in the classroom, pedagogy and methodology. This is not prescribed or described by anyone but the board of the individual school.

Employability The qualification needed in order to teach music in general secondary education is that you have studied at least 4,5 years.

The diploma awarded upon completion of the teacher education programme (Lärarexamen) will show the graduate’s specialization and status of qualification. One of the principle ideas of the 2001 reform is that all teachers, whether they intend to work in pre‐school or upper secondary school, need a common basis of knowledge and general teacher training. Therefore about 1,5 years (spread throughout the whole course of the studies) will be the same for all students.

Continuing Professional There are many courses (shorter and longer) available to former students. Development (CPD)

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SWITZERLAND

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM The Higher Education in Music system in Switzerland, with a student body of around 3.000, prepares students for the following professions, both classical and jazz:

Performer (soloist, chamber musician, orchestral musician, accompanist)

Conductor (orchestral, brass bands or wind ensembles, choir)

Music Pedagogue (instrumental or vocal teacher; music teacher leading groups in pre‐schools, primary and secondary schools)

Composer (including arranger, sound designer)

Music Theorist

Switzerland is in the process of transforming some of its conservatoires into Musikhochschulen (Haute Ecole de Music, Scuola Universitaria di Musica) with university status. This means that the regional governments, currently subsidising and controlling much of the higher education system in music, will hand over control and some of the financial responsibilities to the federal government, in particular the Federal Office of Professional Training and Technology. So far seven schools have successfully passed the accreditation process and obtained university status:

Hochschule für Musik &Theater Zürich

Hochschule für Musik &Theater Bern

Musikhochschule Luzern

Musik‐Akademie der Stadt Basel

Conservatoire de Musique de Geneve

Conservatoire de Lausanne

Conservatorio della Svizzera Italiana

The high percentage of international students testifies to the high quality of the music education system. The major concern, apart from funding, is to implement the Bologna Declaration in such a way as to preserve the current system’s positive aspects and to identify and realize the Declaration’s innovative potential.

Total number of Eleven institutions institutions

Total number of music Approximately 3.000 students

Funding There are state and private Musikhochschulen and conservatoires. However, all of them receive substantial subsidies from the regional governments.

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Curricula In order to get accreditation as music schools with university status curricula are subjected to an external evaluation.

2‐cycle system 1st cycle: Bachelor consists of 180 ECTS (or 3 years of full‐time study)

2nd cycle: Master consists of 90‐120 ETCS (or 1,5 to 2 years of full‐time study)

Qualifications 1st cycle: Bachelor of Arts in Music (followed by specification)

2nd cycle: Master of Arts in Music (followed by specification)

Entry requirements (2nd Completed first cycle and successful audition. cycle)

% of students who It is expected that a very high percentage of students (above 90%) will do a second continue with 2nd cycle cycle degree, as the professional specialization takes place primarily at the Masters level.

3rd cycle Ideas on how to develop a PhD programme at music schools are being discussed within the national conference of Musikhochschulen KMHS. Third cycle studies are offered at the Musikhochschule Luzern.

Credit point system Some schools have already started using a credit point system according to ECTS. As of 2005‐06 all music schools with university status will use the relevant credit point system.

Quality assurance All music schools having or wishing to obtain university status are subject to external quality review and accreditation procedures. The Swiss tertiary education system is a "dual" system comprising universities on the one hand (Fachschulen) and universities of applied science on the other (Fachhochschulen). This information concerns the first institutions, as the arts sector is spliced within the Fachhochschulen, which are under the responsibility of the Federal Office for Professional Education and Technology (OPET) at the FDEA.

A new legal base is in preparation for 2012 with the aim of forming one integrated sector for higher education. This could entail certain changes in the issue of accreditation (possibly the abandonment of compulsory accreditation of programmes).

Since 2002, the new study path in music in Fachhochschulen must pass through external quality assurance mechanisms. Unconditional accreditation is valid for seven years. Universities which have not yet started operating or which only recently began operating can apply for preliminary accreditation. This expires after three years.

The Swiss University Conference (SUC) is competent to accredit public or private academic institutions and programmes. The accreditation procedure is realized by the Body of Accreditation and Quality Assurance (OAQ). Applications for accreditation are submitted to the OAQ. Accreditation may be granted to public or private institutions or programmes at the university level. Accreditation is voluntary. However, according to university law, institutions must implement an internal quality management system. The list of accredited Fachhochschulen and programmes is published. The external evaluation is supervised by the federal state and the accreditation decision is taken (for Fachhochschulen) by the Federal Department of Economic Affairs (FDEA).

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The process makes use of a self‐evaluation carried out by the university unit, followed by an external appraisal by an independent group of experts. The decision on whether to grant accreditation is made by the SUC following a recommendation by the OAQ.

Employability As a rule, the Bachelor in music will not be sufficient training for those students wishing to pursue a career as a performer, conductor, composer or teacher. However, students completing their first cycle will have acquired competencies that are relevant to the labour market.

Academic year Beginning: 43rd weekend of academic year; consists of two semesters, each 16 weeks

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

The following institutions have a pre‐college department within their institution where students are prepared for the admission to higher music education:

Haute Ecole de Musique de Genève, Genève

Musikhochschule Luzern, Luzern

Musik‐Akademie der Stadt Basel, Basel

Conservatorio della Svizzera Italiana, Lugano

Conservatoire Supérieur et Académie de Musique Tibor Varga, Sion

Musikschule Konservatorium Bern (not HE), Bern

Hochschule für Musik und Theater Zürich, Zürich

As Switzerland has a federal structure, the cantons, until now, had a large autonomy in the field of professional training – from primary school to university. The teaching system is coordinated by a Conference of Directors from the Public Education sector (one director for each of the 26 cantons) which is in charge of the publication of various regulations for the different cantons.

However, in the field of higher education, there are now trends towards centralised actions with the financial and legislative implication of the Confederation. In this way, the newly created Law for Specialised High Schools (Hochschulen) has created the legal basis for the constitution, in different parts of the country, of seven schools specialised in the fields of engineering, health, social education and arts. A complex system associating the Confederation, the cantons and the groupings of cantons are responsible for financing, and, since October 2005, it is the Federal Office for Professional Training and Technology (Office Fédéral de la Formation professionnelle et de la Technologie – OFFT) who is in charge of monitoring the whole system.

According to this specific context, there is no unified structure for pre‐college music education in Switzerland; therefore, each canton and/or each Hochschule für Musik/Conservatoire/University is dealing with the question of pre‐college education in a very specific way. However, the following trends can be observed.

TYPES OF PRE‐COLLEGE EDUCATION

General Music Schools General Music Schools provide music education to students of all ages and (Musikschule/Konservatorien) stages, outside of the general educational system that. They are generally supported by cantons or towns.

Some General Music Schools offer special music courses for young children (from 4 years old), most often taught in groups. These courses, called Musikalische Früherziehung, focus on familiarising children with music, rhythm, movement etc in an informal way. Sometimes special educational systems like ‘Orff’ are being used.

Some schools offer special Preparatory Courses to talented youngsters, called Strukturierte Studienvorbereitung or Vorstudium. After auditioning, students are

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prepared for the entrance examinations of higher music education institutions, by receiving, for instance, more lesson time for their main instrument, extra theory lessons and ensemble and/or orchestral training.

Private Music School Private Music Schools in Switzerland provide instrumental/vocal tuition only, outside of the general education system.

Secondary Level Institute The question of the articulation between musical education and general education in the secondary and post‐secondary levels is solved in the cantons with a system of special schedules (like for athletes or dancers) which allow music students to combine a normal schooling and an intensive instrumental practising, with several courses about general music training as well.

Pre‐college departments There are several institutes of higher music education (Bâle, Bern, Basel, Genève, Lausanne, Lugano, Luzern, Sion, Zurich) that have a Department where students are trained at pre‐professional level. The idea is to have large reservoirs of potential talents which can be encouraged in the earliest stage to go for a highly professional education. The duration, content and financing of these studies are varying very much from one institution to another.

Post‐secondary education Very recently, l’OFFT has raised the need to get the possibility to create a compulsory post‐secondary degree (professional maturity, specialised maturity) which will be specifically adapted to the preparation of candidates for the admission in an Haute Ecole of Music (institute of higher music education). The discussion is closely linked to the definitive structure of the Bologna model and to the necessity to keeping open the possibility to go towards other trainings.

Private tuition Qualified teachers provide instrumental and vocal tuition, outside of any institutes or general education systems.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Higher music education institutions (Hochschulen or Conservatorios) offer Bachelor and Master courses. The Bachelor offers a general education in music; specialisation takes place within the Master. The Master of Arts in Music usually offers instrumental/vocal teaching as an optional subject. There is a specific Master of Arts in Music Pedagogy as well. It is a specialized type of training that offers two different majors: Instrumental/Vocal Teaching, and ‘School Music’ (focusing on teaching music in secondary schools). Some institutions offer Elemental Music Education as a major as well. Structure and Curriculum All Master programmes take two years. The Master of Art in Music programme offers instrumental/vocal teaching as an optional subject.

The Master of Arts in Music Pedagogy in instrumental/vocal teaching includes training instrumental/vocal teaching skills and field specific subjects, in addition to the range of psychological‐pedagogical‐didactic subjects. Another important element is performance.

Employability The exact qualifications for teaching at schools vary from canton to canton, but generally speaking, to be allowed to teach, students need a Master diploma (Master of Arts in Music, or Master of Arts in Music Pedagogy). Instrumental/vocal teaching graduates can teach at music schools or ‘middle schools’.

Continuing Professional There are postgraduate courses available, for example ‘DAS’ (Diploma of Development (CPD) Advanced Studies) in music pedagogy (30 ECTS), or ‘CAS’ (Certificate of Advanced Studies) in ensemble conducting (10 ECTS).

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Musikhochschulen and Universities.

Structure and Curriculum The Master of Art in Music Pedagogy as described above offers a specialisation in ‘School Music’ (focusing on teaching music in secondary schools), and sometimes in Elemental Music Education as well. Some institutions also offer a Master in Art Education, which can be taken with or without a teaching certificate for secondary level schools. It is aimed at students working in education and in a broad cultural field, who wish to combine design, artistic, technological, academic and educational activities.

Employability The Master of Art in Music Pedagogy – the ‘School music’ strand – leads to teaching positions at secondary level schools. The Masters that focuses on elementary music education enables graduates to teach music to young children,

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aged 4 to 12 years. The Master in Art Education can lead to various positions, including teaching.

Continuing Professional There are postgraduate courses available, for example ‘DAS’ (Diploma of Development (CPD Advanced Studies) in music pedagogy (30 ECTS), or ‘CAS’ (Certificate of Advanced Studies) in ensemble conducting (10 ECTS).

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TURKEY

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM Until 1982, the State Conservatories were part of the organisation of the Ministry of Culture together with the State Operas, State Theatres, State Symphony Orchestras, the main purpose being training young artists for various institutions on a high level.

The Ankara State Conservatory was established in 1936 as a boarding school, so was the Izmir State Conservatory (1956). In Istanbul, music life was mainly organised by the municipality together with the conservatoire, city opera and theatre along with the city symphony orchestra which served also as the opera orchestra. From 1968 to 1972 these were reorganised after the Ankara model (except the conservatoire).

In sum, Istanbul had the Municipality Conservatoire (1922), the State Conservatory (1971) (later the Mimar Sinan Fine Arts University State Conservatory, 1982) and in 1974 the State Conservatory for traditional music was founded. According to the structural changes in 1982 all the State Conservatories have been assigned to the universities, the Municipality Conservatoire included.

Generally the State Conservatories had two departments: Music + Scenic Arts Dept.: Composition, Stringed Instruments, Winds and Percussion, Piano‐Harp and Guitar divisions forming the Music Dept.; Ballet (Classical), Opera, Acting divisions forming the Scenic Arts Dept.

This plan was proposed by the German musician Paul Hindemith, who was invited to Ankara three times between 1930 and 1933.

Until 1982 the periods of education for various programmes differed from 4 to 10 years. At the moment the State Conservatories have a two‐cycle system similar to Anglo‐Saxon universities (4+2 years); the preparatory education taking part within for instruments, singing, dance and composition.

The Council of Higher Education in the capital represents all universities. Mimar Sinan University (Mimar Sinan Fine Arts University‐2004) being the senior establishment in Higher Arts Education has a privilege; namely the Rector of the University is the president of the Council for the Arts Education which is coordinating the education in various conservatoires, faculties of fine arts etc.

Professional music training in Turkey is provided by Conservatoires, Institutions and Music Faculties. These foundations are part of the general higher education system in Turkey. However, students are not selected by OSS (the students selection examination), but by auditions which are held by the professional music training institutions themselves.

Since the Bologna Declaration in 1999 a changing process has taken place in the professional music training institutions, as in other universities in Turkey. Since 2002 students and academic staff exchange programmes have been activated in universities. The amount of students participating in exchange programmes is increasing massively.

Total number of Fourteen (Ten State Conservatories, three State Conservatories for Traditional Music institutions and one Faculty for Music and Performing Arts)

Total number of music Approximately 4.000 students

Funding Professional music training institutions are either State funding (Ministry of Education) or private funding (however they are controlled by the Council for Higher Education).

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Curricula The curricula for professional music training are approved by the Council for Higher Arts Education which should have at least 60% in common to enable the student transition between other conservatoires.

2‐cycle system 1st cycle: 4 years

2nd cycle: 2 years

Qualifications 1st cycle:

Bachelor of Music (orchestral instruments, piano, guitar, music theory, composition

Bachelor of Musicology (general musicology, ethnomusicology, folklore)

Bachelor of Scenic Arts (dance, modern dance, acting, theatre, opera)

2nd cycle:

Name of the Department plus Name of the programme (for example, Master of Music in Stringed Instruments – Violin) etc.

Entry requirements (2nd a) entrance examinations: performing at least three works from different periods cycle) (instruments; singing)

b) presenting the scores of compositions (composition) etc. plus a certificate approving the ability for a major foreign language.

% of students who App. 10%. continue with 2nd cycle

3rd cycle A third cycle in music training is offered by two institutions: ‘Mimar Sinan’ Fine Arts University and Bilkent University.

The third cycle exists with two different qualifications; for Performance Programmes, instead of DMA the title ‘Proficiency in Arts’ is used, which is rather confusing. The matter of obtaining the DMA degree is still under discussion but the Musicology Department has the titles ‘Doctor of Musicology / or Ethnomusicology’ after a minimum of 3 years of education.

Credit point system Some institutions make use of a credit point system. The Mimar Sinan Fine Arts University is reorganising all of its programmes (1st, 2nd and 3rd cycle) for compatibility with ECTS. This system will be introduced after the approval from Brussels. Many other universities in the country (55 in sum) are working on this matter.

Quality assurance Since 2005, quality assurance for the universities is organised by the YOK (Council of Higher Education) each year at the professional level. The YODEK (Independent Commission for Academic Assessment and Quality Improvement in Higher Education Institution) is the guiding committee directed by YOK. It does not lead to an evaluation. The system makes use of self‐evaluation reports compiled by each faculty at the institution. Some changes in the system are planned in order to equalise it with European systems of quality assurance and accreditation.

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Employability The graduates from first cycle are either employed by the state or private institutions. The graduates of second and third cycles may choose between state or private institutions and their universities. Appr. 50‐70% of the graduates find jobs related to music education. Generally, the graduates find work as an orchestra member, or elementary and high school teachers. Mostly they continue their academic studies to become professional music educators in conservatoires.

Academic year The academic year starts in October, mainly two semesters with 28 weeks of education in total (14+14) plus the two periods for examinations (entrance examinations take place in September / final examinations are planned for June and July).

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

Pre‐college music education mainly takes place inside conservatoires (higher music education institutions). In state conservatoires, students can follow a part‐time or a full‐time trajectory.

When conservatoires are mentioned, only the institutions that provide Western classical music training are meant, not the ones that focus on traditional Turkish music.

TYPES OF PRE‐COLLEGE EDUCATION

Part‐time music education Part‐time music education at conservatoires includes music education only, not general education. The music education continues along with the general elementary school.

After entrance examinations, students between 7 and 9 years of age (situation is different in each school) can enter Part‐time music education within a conservatoire. It gives young musicians the opportunity to enter higher music education at the age of 17 or so, although not all students choose to continue in higher music education.

In general, there are more places for students in Part‐time music education than in Full‐time music education; therefore, it is often more easy to enter the Part‐ time music education path.

If a conservatoire has a Junior Department (see below), most talented and enthusiastic Part‐time students switch to the Full‐time education before having finished the Part‐time studies. Most students switch when they are 11 or 13‐14 at most. In that case, they attend the first phase of their general education (which is 5 years) in a separate elementary school, and then switch to Full‐time music education (including general education).

Some conservatoires (e.g. Mimar Sinan Conservatory) do not offer Part‐time music education after the age of 14‐15. Part‐time education then reaches up to the end of the compulsory education, which is 8 years in total (between the ages of 6 [or 7] and 14 [or 15]). A few conservatories, though, are offering Part‐ time music education up to university level (the age of 17‐18), e.g. Istanbul University State Conservatory. Afterwards, they have students who continue their education in higher music education.

Full‐time music education = Junior The other type of pre‐college education within conservatoires is Full‐time music Department education, provided through Junior Departments. Junior Departments provide high‐level music education plus some general education subjects (Turkish, foreign language, mathematics, history, literature). Students can enter the Junior Department from 11 years of age. The education is split up in two parts; 3 years plus 3 (or 4) years. The first 3 years are used to finish general secondary education. In the next 3 or 4 years, students receive general high school education. Graduates receive secondary education and high school education diplomas that allow them to study any subject in higher

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education.

Instrumental lessons are most often taught by conservatoire teachers or their assistants. The general education is given within the conservatoire building, and students can use all conservatoire facilities as well. The fact that Junior Department students and conservatoire students study within the same building is found to be very stimulating.

Since most conservatories are owned by the State, they receive state funding. Students only have to pay small tuition fees.

Both Part‐time and Full‐time studies focus on classical music only, although there are a few Universities that have a jazz department.

The following higher music education institutions are all focused on Western classical music and have a Pre‐college Department within their institution (a selection):

Mimar Sinan Fine Arts University State Conservatory, Istanbul

Istanbul University State Conservatory (the first conservatory to be founded in the country (1917)

Hacettepe University State Conservatory, Ankara

Anadolu University State Conservatory, Eskisehir

Dokuz Eylül University State Conservatory, Izmir

Bilkent University, Faculty of Music and Performing Arts, Ankara

Uludag University State Conservatory, Bursa

Mersin University State Conservatory

Kocaeli University State Conservatory only provides Part‐time music education

Inönü University State Conservatory, Malatya, only provides Part‐time music education

Note: Junior Department graduates are able to enter any study in higher education. However, all universities have a central entrance examination (coordinated by Higher Education Council [Yükseköğretim Kurulu], YÖK, in Ankara); in actual fact, it may be more difficult for Junior Department students to enter University in subjects other than music.

Note: In Turkey, children are obliged to take only 8 years of general education (until they are 14, they then should have finished their secondary education). On top of this, Junior Departments provide 3 or 4 extra years of high school education.

Music education within a private Bilkent University, a private university, offers full‐time music education university including general education for children from 7 years of age. They have a special program for very young children as well, called Early Music Education Program. The program caters for 3 or 4 year old children, trying to detect talent at as

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young an age as possible.

Fine Arts High School (Güzel Fine Arts High Schools are ‘regular’ high schools, providing extra courses on art Sanatlar Lisesi) subjects (music, painting etc). They offer instrumental training on certain instruments. Some students proceed to higher education; more often these students try to get into a Junior Department since these departments are being regarded as the best preparation for higher music education.

Private music school/Private There are many private courses or private music schools that offer lessons in course folk music and Turkish music, and a few schools that are focused on Western classical music. Most of these offer courses meant for amateurs (hobby). A few prepare students for the entrance examinations of Junior Departments at conservatories.

Private tuition Some teachers provide instrumental and vocal tuition, outside of any institutes or general education systems. Private teachers may provide lessons in classical music, folk music, Turkish music, or pop and jazz music. They mainly cater for amateur students who were not able to pass the entrance examinations for Part‐time or Full‐time music education at conservatoires or who basically are not interested in becoming a professional musician. However, some talented students may proceed to higher music education.

ADDITIONAL INFORMATION

The system of Junior Departments, providing not only music education but general education inside state conservatoires too, is currently under discussion. It is possible that the system will change in the (near) future.

STUDENTS ENTERING HIGHER MUSIC Most students come from the Junior Department within a conservatoire. Some EDUCATION students may come from Fine Arts High Schools. Some students move from one conservatory to the other when entering the university level. Just a few students come from private lessons.

SPECIAL FACILITIES FOR TALENTED There are two children symphony orchestras in Turkey. The first one, Bursa STUDENTS AT PRE‐COLLEGE LEVEL Youth Orchestra, was initiated by the Bursa Philharmonic Society and received support from EU funds. It was established in 2004, gave a few concerts in the past few years and accompanied world renowned pianist Murray Perahia in their first concert in the 2007/08 season. The other one, Doğuş Children Symphony Orchestra was founded in 2006 with the support of a private company, Doğuş Holding. It is getting to prepare its concerts with one of the major conductors of the country. Very recently, also with the initiative of Bursa Philharmonic Society, the Society of Youth Orchestras and the National Youth Symphony Orchestra were founded (2007).

There are 6 state supported symphony orchestras in the country. Each one of them offers concerts with young soloists, once or twice a season, mostly titled as “Concert of Young Soloists”. Most of the international music festivals in Turkey, including Istanbul, Ankara and Eskişehir, have concerts series of young and talented Turkish musicians too, in the form of individual recitals or chamber music concerts.

There are a few national competitions for young musicians in Turkey which have gathered more interest in recent years (e.g. one in Mersin for violinists, one in

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Edirne for pianists). In the late 1990s and early 2000s, the British Council organised several competitions, each year focusing on a different group of instruments, such as woodwinds, brass and piano. There has also been a competition for young Turkish composers once.

More modest types of competitions (or selections) appear in various conservatories, mostly to select a talented soloist for a concerto performance with a school symphony orchestra.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Music teacher training in Turkey takes place within Conservatoires and Universities (Fine Art Departments). A difference is made between instrumental/vocal teacher training, which is part of the performance study programmes, and training for music teachers in general education, which is a separate course of study.

Students can become music teachers only if they have a university degree in teacher education and are able to pass a State qualification exam. This requirement has been set by the Ministry of Education.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental/vocal music teacher training is not taught at all higher music education institutions in Turkey. Some institutions focus solely on bringing up performers, rather than teachers. However, many graduates will find a teaching position in State Conservatoires (non‐regulated profession), for which a First Cycle Degree is sufficient. There is a growing trend for amateur music education taking place within Conservatoires and Universities; in other words, these institutions do not only provide training at higher music education level.

Structure and Curriculum Instrumental/vocal music teacher training is an elective part of the performance study programmes.

Employability Within State Conservatoires.

Continuing Professional No information available. Development (CPD)

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Many university fine arts departments offer music teacher training within so called ‘music teacher training schools’. This training leads to a teaching qualification, which allows graduates to teach in general education. Students need to pass a State qualification exam.

Institutions Almost all Universities.

Structure and Curriculum University music teacher training schools offer a 4 year curriculum, including main instrument, second instrument, instrumental methodology, practical teacher training, and orchestra and ensemble skills. Traditional Turkish folk music is included as well. There is a strong emphasis on pedagogy, and not so much on performance skills.

Employability University music teacher training schools lead to a teaching qualification that allows graduates to teach in general education.

Continuing Professional No information available. Development (CPD)

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UNITED KINGDOM

OVERVIEW OF HIGHER MUSIC EDUCATION SYSTEM The UK system of professional music training is part of the country’s more general higher education system. UK conservatoires offer programmes of training which overlap with the curricula of university music departments and have similar award titles – Bachelor, Master and Doctor. Despite this overlap, conservatoires are seen as having a distinctive mission, more practical and profession‐oriented in its focus. Their first‐cycle programmes are generally one year longer than the three‐year standard of UK universities and their emphasis upon one‐to‐one instrumental/vocal/compositional training places these activities at the centre of the curriculum.

The UK conservatoires have a variety of titles – conservatoire, college, academy, school. These different titles do not imply different status; all of the conservatoires nationally operate at the same level. As in any national system, however, institutional reputations and traditions may create differences in how one conservatoire is viewed in relation to another.

Four UK conservatoires teach music and drama; two teach music and dance. The rest focus solely on music. One conservatoire formally operates as a faculty within a university; many others have strong links with universities and have their degrees validated through university systems. Two English conservatoires have their own degree awarding powers which operate at Bachelor, Master and Doctoral level. The conservatoire in Scotland also has its own degree awarding powers, gained through the Privy Council in 1994.

Because the UK already uses a two‐cycle system and a nomenclature of Bachelor, Masters and Doctor for its awards, there has been a widespread assumption that the implications of Bologna for UK higher education are relatively small. For example, there was no mention of Bologna in the UK government’s proposals for higher education, announced in January 2003, although this was remedied later that year in statements made by ministers and events held to publicise the European dimension. In 2006, awareness grew that there were genuine issues to be confronted. These included aspects of the Diploma Supplement which, although partly matched in the UK by degree transcripts and programme specifications, required more information than these supplied. Another concern was the transition from the credit rating of courses to fully‐realised credit accumulation and transfer. The implications of ECTS are beginning to be seen as greater than dividing all UK credit point scores by two.

Total number of There are nine conservatoires in the UK; four in London, one in central England, two in institutions the north of England and one each in Scotland and Wales. Several other institutions offer programmes which would certainly qualify as professional music training, often specialising in areas such as popular music, jazz or music technology, without formally having the title or status of conservatoires.

Total number of music Approximately 6.000 (conservatoires only) students

Funding One UK conservatoire is funded jointly by the Corporation of London and the Government. All the other conservatoires are funded by the Government through its education ministries in England, Scotland and Wales. In each case, the funding is channelled via funding councils for higher education whose role, at least nominally, is to mediate between the interests of government and those of the higher education community. Conservatoires are therefore funded according to the same principles as universities, although most receive a premium on this funding in recognition of the high costs of specialist training, especially the one‐to‐one lesson.

All government‐funded higher education institutions, including conservatoires, fund

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themselves through a mixture of the government grant, student tuition fees and other income. As government funding has fallen behind rising costs, they have had to increase income from fees and other sources wherever possible. As a result, government funding accounts for less than half the income of almost all institutions. Government limits the fees which institutions may charge students from the UK or EU countries for their first cycle training. Second cycle postgraduate students are not subject to the same restrictions. In principle, students from outside the EU are not funded by the UK government at all. This is what obliges conservatoires and universities to charge higher fees to these students, effectively covering both the fee element and the government grant.

UK conservatoires are entitled to bid for research funding alongside the UK universities. Research, in the definitions used in the UK, includes composition and certain kinds of broadcast or recorded performance. Most of the UK conservatoires receive funding through this stream as well as the main teaching stream. They have to be able to demonstrate that research funding is spent on research activity and teaching funding on teaching. Between the university and the conservatoire sectors there is an ongoing debate about performance‐based research.

Curricula Conservatoires, like universities, are theoretically autonomous in terms of curricula. However, they operate inside a framework of funding where a range of initiatives, protocols and, in extreme cases, penalties exert a strong influence over aspects of their training. The subject benchmarks for each discipline were introduced as a government initiative, although the use of panels of academics to draw these up, coupled with an extensive review process amongst the academic community, led to their being readily accepted. In other areas, government funding can be manipulated to further causes which it sees as strategically important to society. An example of this is the UK government’s desire to widen participation in higher education by encouraging more students from less privileged background to enter higher education. This encouragement takes the form of diverting funding from institutions with small proportions of less privileged students to those with higher proportions. This has created a problem for conservatoires. Without a system of support and encouragement reaching back to the earliest years of children’s education, it is hard for young people from less privileged backgrounds to acquire the necessary preliminary skills to audition successfully for entry to conservatoires. Equally, although conservatoire staff looks for potential in their applicants, there is a basic minimum of prior experience which is essential.

2‐cycle system All UK conservatoires operate to the two cycle system. Most UK conservatoires operate to a four‐year first cycle. Where this is not the case, the UK higher education standard of three years applies. Scottish universities offer an Honour degree for undergraduates after four years.

Second cycle programmes vary between one year practically‐based programmes, often called Diplomas, and Masters programmes which can either be twelve months long or last for two complete academic years. Partly in response to Bologna, but more specifically in recognition of students’ changing expectations, most conservatoires are moving in the direction of more postgraduate students studying on programmes which carry the award title of Masters.

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Qualifications All conservatoires offer a Bachelors degree at the end of the first cycle. The Bachelor degree offered by conservatoires is called a Bachelor of Music (BMus), rather than the generic Bachelor of Arts (BA) offered by most universities, although the music degrees offered by some of these also carry the title BMus. BMus degrees usually offer some opportunities to specialise during the later years of study but this does not normally affect the title of the award offered.

As already indicated, the most common titles for the second cycle are Postgraduate Diploma (PGDip) and Masters. The latter, like its first cycle equivalent in conservatoires, is usually a Master of Music (MMus), rather than a Master of Arts (MA). At postgraduate level, most award titles refer to the specialism studied. For example, performance is differentiated from composition, vocal performance from other performance and opera training from vocal performance.

Entry requirements (2nd Most second cycle programmes which carry the Masters title require a good first cycle cycle) qualification for entry. The UK Bachelors degree is currently divided into classes – First, Upper Second, Lower Second and Third. UK conservatoires, like their university counterparts, usually require at least an Upper Second in Music (or its equivalent) for entry to a Masters programme. Practically based Diploma programmes also usually require a first cycle qualification for entry. With these, though the class of degree is less important and, provided that the student’s ability in their Principal Study is sufficient, the subject studied in the first cycle need not necessarily be Music. There are examples where students without first cycle degrees are taken into Diploma programmes on the basis of the institution crediting their experience and practical ability. Understandably, cases like this are almost unknown with Masters degrees.

% of students who The overall division between first and second cycle numbers in UK conservatoires, as continue with 2nd cycle indicated above, is roughly 70% to 30%. This is not necessarily the same as suggesting that three out of every seven UK first cycle graduates continue to the second cycle. The UK is a net receiver of postgraduate students from other countries (although the number of UK students taking their second cycle training abroad is growing).

3rd cycle Two conservatoires in England have the powers to award its own Doctoral degrees: Birmingham Conservatoire and Royal College of Music. However, four conservatoires have established arrangements with universities whereby they can participate in 3rd‐ cycle training: Royal Scottish Academy of Music and Drama, Royal Academy of Music, Trinity College of Music in London and Guildhall School of Music and Drama.

Credit point system Most UK undergraduate programmes in conservatoires are divided into units and the units credit‐rated. Fewer postgraduate programmes are currently credit‐rated.

The UK system of credit points uses a 120‐point system for each academic year. In theory, this is simply convertible into ECTS by dividing by two, giving a number based on a total of 60 credits. In practice, there are issues of the number of learning hours lying behind these credits as well as practical problems that can arise when the UK credit points amount to odd, rather than even, numbers.

UK institutions are only beginning to come to grips with the grading‐scale aspect of ECTS and what this would mean if fully‐developed credit accumulation and transfer were achieved, as is envisaged, across Europe.

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Quality assurance The external quality assurance process in the United Kingdom takes about thirty‐six weeks (an academic year) although the audit visit is usually about one week long. Preliminary meetings takes place with students and staff, a self‐evaluation document has to be produced along with any other documentation the auditors may require (and they can request anything). A draft report is submitted eight weeks after the audit visit for comment and twenty weeks after the audit, the report is published.

The process makes use of a self‐evaluation report, of a visitation by peers, and occasionally also by visitations by other types of experts (only used if the Agency during the audit deems it necessary). The standards of awards are set by the institution (or validating institution) and identified in their Self Evaluation Document. The purpose of the audit is to test what is stated in this document through reading the institutional policies, minutes of meetings, and by meeting members of staff and students.

External evaluators receive special training. The purpose of the training is to ensure that all auditors understand the aims and objectives of the processes, are acquainted with the procedures involved, understand their own roles and tasks and the rules of conduct governing the process, and that they have an opportunity to practice the techniques of the process, the forming of judgments and statements, and the preparation of reports.

Quality Assurance is required by the Government, but the process is organized by the Quality Assurance Agency as an intermediary. It takes place on a six year cycle. Quality assurance is obligatory and public, and it is organized at the institutional and national levels. In England, universities and colleges of higher education are reviewed through an institutional audit. College offering further education that provides higher education programmes are reviewed through an academic review at subject level. Some institutions run accredited courses ‐ courses that are recognized by other educational institutes or professional bodies. For example, completion of a degree at a university might in some cases be recognized by another institution as equivalent (in whole or in part) to a professional qualification. The Quality Assurance Agency publishes a set of guidelines for the operation of such accredited programmes. The arrangements for these programmes are subject to scrutiny by the Agency during the institutional audit.

There is no relation between quality assurance, accreditation and funding in the UK.

While the audit itself may be a stressful time for all involved, it does ensure that an institution has its ‘house in order’. It is not meant to be confrontational. Experiences have been courteous, friendly and supportive despite that fact that some reports contain criticism and recommendations. For further information on any of the above points, see the UK Handbook for Institutional Aud it, available at http://www.qaa.ac.uk/reviews/institutionalAudit/handbook/audit_handbook.pdf.

Employability All UK conservatoires have mission statements that, in one way or another, refer to their training students for the profession. The same goal comes through clearly in their strategic planning documents. Increasingly, conservatoires are encouraged to demonstrate, by tracking the careers of graduates, that students do indeed enter and remain within the profession in significant numbers. Conservatoires in England receive extra funding called ‘specialist funding’. The criteria for receiving this funding have recently changed and continuation of this extra support is not guaranteed, especially as the government is seeking ways to reduce expenditure.

In Scotland the specialist funding does not depend upon the percentage of

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employability. The employability rates are usually higher than 85%.

Academic year UK conservatoires operate broadly to the UK higher education standard of an academic year running from early autumn until roughly the end of June. They generally have a slightly longer teaching year than most universities and this is achieved by starting in September, rather than the more normal early October.

UK higher education has experimented with semesterisation but remains largely committed to an academic year divided into three terms, with most courses running right through the year. Conservatoires, with their emphasis upon the continuity of the one‐to‐one lessons, have mostly retained the term‐based model.

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OVERVIEW OF THE PRE‐COLLEGE MUSIC TRAINING SYSTEM

In the United Kingdom, there are several routes into music at higher education level.

TYPES OF PRE‐COLLEGE EDUCATION

Music Services Across the UK, two million children receive instrumental/vocal tuition through organisations known as Music Services. These are generally run by Local Authorities. The precise availability of lessons, cost (if any) and nature of tuition varies widely from area to area. Music Services also provide important orchestral, ensemble and choral activities, often on a national, regional and local level. Music Services provide access to effective progression routes for children and young people with a diverse range of needs.

A number of independent schools offer music scholarships and/or awards to talented students. Most independent schools employ their own team of instrument/vocal instructors.

Junior Departments of All conservatoires within the UK offer advanced tuition at the highest level open Conservatoires (UK ‐ wide) and to children usually between the ages of 8 and 18 years. Entry to a Junior Course Centres of Advanced Training is by audition. The core curriculum typically includes an individual lesson(s), (England only) orchestra, chamber music, musicianship, composition, music technology and choir, all delivered on Saturdays. Most Junior Departments also offer courses for children of primary school age and some offer lessons for adults.

While Junior Departments charge fees, all offer bursaries to students who require financial assistance. In addition, the government‐funded Music and Dance Scheme has become available to students of exceptional ability at Junior Departments in England.

Through an expansion of the Music and Dance Scheme, a number of new Centres of Advanced Training are currently being established in areas of England where access to such training has traditionally been difficult due to geography or social disadvantage.

Specialist Music Schools A number of specialist residential music schools in England and Scotland provide similarly advanced musical tuition at the highest level as well as a general primary/secondary education for students usually between the ages of 7 and 18. In addition to their mainstream academic studies, students receive intensive tuition on a solo instrument and a music curriculum related to their age, which generally includes aural training, chamber music, choir, composition, jazz and music technology. While Specialist Music Schools are fee paying, most students receive scholarships, many of which are provided by the Music and Dance Scheme. Entry to a Specialist Music School is by audition.

Specialist Music Units within a A small number of mainstream secondary schools in Scotland incorporate Secondary School (Scotland) specialist units for talented young musicians. In addition to their general academic studies, students follow a music curriculum typically comprising instrumental lessons, chamber music and orchestra. Students are provided with

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boarding facilities, if required, and receive a grant from the Scottish Executive to support their studies. Entry to a Specialist Music Unit is by audition.

Choir Schools There are a large number of Choir Schools in the UK connected to cathedrals, colleges and Churches of England, Scotland and Wales and the Roman Catholic Church. These generally cater for children aged from 7 to 19 years. In addition to their mainstream academic studies, daily choral rehearsals and regular participation in church services, choristers can receive instrument lessons and musicianship and theory classes. Entry to Choir Schools is by audition. While choir schools are fee paying, most children receive scholarships that are provided by the school or the government.

Private tuition Hundreds of thousands of instrument/voice tutors offer private instrument/voice tuition in music of many different styles and genres. Lessons are usually given either at the tutor or the student’s home or studio. The private tutor’s work is independent of the general education system.

ADDITIONAL INFORMATION

STUDENTS ENTERING HIGHER MUSIC Most music students prepare for higher education: EDUCATION • By taking instrument/voice lessons privately

• By taking lessons in school through what is known as Music Services

• By enrolling in a conservatoire Junior Department

• By combining general education and specialist music education by attending Specialist Music Schools

SPECIAL FACILITIES FOR TALENTED There are many youth orchestras, ensembles, choirs, etc. in the UK on local, STUDENTS AT PRE‐COLLEGE LEVEL regional and national level, as well as many competitions for all kinds of instruments, ensembles, orchestras and composers.

Individuals, schools, foundations and the government give out grants and scholarships to extremely talented students in some areas of the UK. In England, the government funded Music and Dance Scheme offers support to extremely talented musicians, not only by providing scholarships, but by providing concert opportunities and master classes as well.

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OVERVIEW OF MUSIC TEACHER TRAINING SYSTEM

Training for music teachers in the UK is provided mainly by universities and conservatoires. School‐based training such as School‐Centred Initial Teacher Training and the Graduate Teacher Programme are also available (see below). The distinction between training for instrumental/vocal teaching and general class music teaching is set out in the separate sections below. Broadly, music colleges – whose staff is drawn directly from the music profession, give a greater emphasis to instrumental / vocal teaching than universities. Many instrumental/vocal teachers come from the music college route.

Note: Whilst there are some variations between the regulations for formal initial teacher training (ITT) in the constituent countries of the United Kingdom (England, Scotland, Wales and Northern Ireland), there is a general consistency and the structure for England will be described with any significant variations for other countries noted in the text.

INSTRUMENTAL/VOCAL MUSIC TEACHER TRAINING

Institutions Instrumental/vocal teachers usually study at a conservatoire (music college) or university, and follow a three or four year undergraduate (BMus) course. Qualified Teacher Status10 (QTS), the national standard qualification for teachers who work in state maintained schools, is not a requirement for those who teach freelance, privately in their own studios. However, many local authority music services11, which provide tuition in schools, recognise QTS where teachers have it, and employ such teachers on the appropriate pay and conditions. There are a few Postgraduate Certificate in Education (PGCE) courses, leading to QTS, which are either specifically designed12, or have optional routes, for instrumental/vocal teachers with placements being mentored by experienced instrumental teachers.13

The government funding for conservatoires (music colleges) recognises the additional costs of one‐on‐one teaching and they are entitled to premium funding. But this specifically excludes the training of teachers except for Scotland where the Royal Scottish Academy of Music (RSAMD) has a teacher training strand leading to a BEd qualification. A further exception in England is the Royal Northern College of Music, in collaboration with Manchester Metropolitan University, which has a 2 year ‘Performer – Teacher Pathway’ (leading to QTS) as an option within its BMus programme. Thus music colleges are directed towards performance studies and are inhibited, through the public funding system, from opening courses for teachers. However, most music colleges incorporate pedagogic elements in their courses, but these are not recognised for QTS purposes.

Structure Please see the first section of this document, ‘Overview of Higher Music Education System’.

10 See Training and Development Agency website. Details below. 11 See Federation of Music Services website. Details below. 12 Manchester Metropolitan University and Royal Northern College of Music: PGCE in Music with Specialist Instrumental Teaching 13 For all PGCE courses see Graduate Teacher Training Registry. Details below.

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Curriculum Curriculum is depends on the individual requirements for each institution. In general, teacher education sessions will cover pedagogy and methodology with some opportunities for teaching practice and/or observation of experienced teachers who take on a mentoring role.

The duration of courses also varies from institution to institution. An example might be 12 hours in year 2 and 24 hours in year 3 as core activities. An additional elective (optional) course might be for 18 hours in year 3 or year 4.

Employability Students who successfully complete teacher training will receive the title of Bachelor of Music. These students are trained for to work as private teachers, including self‐employed teachers in schools, and music services.

Class music teachers in state schools (see below) must have QTS.

Continuing Professional CPD opportunities are available through professional organizations such as the Development (CPD) Federation of Music Services, National Association of Music Educators, Music Education Council, Incorporated Society of Musicians, Examination Boards such as Associated Board of the Royal Schools of Music, Trinity Guildhall, Higher Music Education Institutions, schools and Local Authorities.

For instrumental/vocal teachers who operate on a freelance basis CPD has to be covered from their own resources and it is very dependent upon individual initiative. Professional bodies, such as the Incorporated Society of Musicians (ISM) and the National Association of Music Educators (NAME) organise in‐service courses for their members.

There are very few opportunities for professional musicians to engage in CPD. Those who wish to gain QTS may follow one of the routes open to mature students, including part‐time study through the Open University.

TRAINING FOR MUSIC TEACHER IN GENERAL EDUCATION (PRIMARY AND SECONDARY SCHOOL)

Institutions Training for music teachers in general education takes place in universities. Please see the Graduate Teacher Training Registry (below) for current numbers.

Structure Teacher education programmes are available at undergraduate (Bachelor) and postgraduate (including Master) level. Undergraduate (Bachelor of Education BEd) programmes usually take 3 or 4 years and postgraduate (PGCE) courses usually take 1 year.

For BEd courses, the minimum requirement for entry is usually 2 A levels (national qualification for school students taken at age 18). For PGCE courses, the minimum requirement is usually a 2.1 bachelor degree. Interviews / auditions are usual.

Further details on the questions in this section can be found at the Training and Development Agency for Schools and Graduate Teacher Training Registry websites below and on the websites of individual institutions.

The teaching profession for classroom teaching in the UK is wholly graduate. Those who teach in a maintained (publically‐funded) school must complete an

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approved course of study which demonstrates that the required (government stated) standards have been met. The standards include knowledge of the education system, including structures for assessing pupils’ development and the requirement of the National Curriculum, competence in delivering the curriculum to a specified age range and skills in numeracy, literacy and ICT. Most independent schools (privately funded, fee‐paying) now employ teachers who meet these requirements, which are known as Qualified Teacher Status (QTS).14

Those training to teach in the primary sector (age 5 to 11) usually follow a three‐ year undergraduate course at a higher education institution (BEd). Those intending to teach in the primary sector through the route of a general teaching degree (BEd) will have followed a broad course of study covering a range of disciplines, including the arts, as prescribed by the curriculum for teacher training. Music is not a compulsory subject on such courses. However, whilst music studies may be included, they are reported to be of minimal duration, sometimes only a few sessions in the whole course. One year postgraduate courses (PGCE) for primary school teachers are also available.

The usual pattern for those intending to teach in secondary schools and colleges is to follow a specialist three or four year undergraduate music course at a university or music college, followed by a one year course leading to a Post Graduate Certificate in Education (PGCE). About two‐thirds of this training is spent in school experience.

Courses are available for undergraduates which incorporate practical school experience sessions (School‐Centred Initial Teacher Training) where nearly all of the training is undertaken – under supervision – in a school; and employment‐ based routes whereby a graduate who is an unqualified teacher (i.e. one without QTS) is employed in a school which undertakes the training with the prospect of producing a fully qualified teacher (Graduate Teacher Programme).15 In parts of the UK there are teacher shortages and the government’s financial incentive schemes have been introduced for shortage subjects, including music in secondary schools (age 11 to 19). Incentives include ‘golden hello’ payments when qualified teachers begin their career as well as the full payment of students’ course fees. Full details of teacher education routes are available from the Training and Development Agency for Schools (see below).

Curriculum All aspects of teacher education (methodology, pedagogy courses etc.), including substantial teaching practice, are integral parts of these courses.

All teacher training institutions are required to have formal links with schools in their area for the purpose of providing ‘school experience’ for their students. A range of competencies must be fulfilled through this process in which a school‐ based mentor provides an assessment of students’ progress. Schools usually appoint one member of staff to undertake the link with the training institution.

14 See Training and Development Agency website for details of these and the other professional standards that cover all phases of a teacher’s professional development. Details below. 15 Further details of these and other routes into teaching are available from the Training and Development Agency for Schools. See below.

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The school mentor is supported within the school by subject mentors who have the specific role to guide the training process.

Employability Upon successful completion of course work and teacher training practice, students are awarded with the title Bachelor of Education (BEd) for undergraduate courses; Post Graduate Certificate in Education (PGCE) for PG courses. This title does not affect job opportunities, but the status, i.e. QTS, does. QTS is essential for teachers who teach in maintained schools.

A graduate qualification is required of all qualified teachers in state schools in the UK. A Bachelor of Education (BEd) first degree carries with it QTS. For all other first degrees, for example BMus, post graduate qualification in education is required to gain QTS. The BEd qualification is usually obtained by intending primary school teachers whilst a specialist degree (BMus) is taken by secondary specialists and instrumental teachers. It is not absolutely essential to have a degree in music to train as a music teacher at postgraduate level provided there is evidence of sufficient subject knowledge. The graduate may have a degree in another subject.

Continuing Professional CPD opportunities are available through professional organizations such as the Development Federation of Music Services, National Association of Music Educators, Music Education Council, Incorporated Society of Musicians, Examination Boards such as Associated Board of the Royal Schools of Music, Trinity Guildhall, Higher Music Education Institutions, schools and Local Authorities.

Continuing Professional Development (CPD) for teachers (of both types) in state schools is undertaken through local authority employer. There is an entitlement of five days per year. Most independent schools also follow this pattern.

Further information can be obtained from the following sources:

• Federation of Music Services http://www.thefms.org/

• Graduate Teacher Training Registry http://www.gttr.ac.uk/

• Teach in Scotland http://www.teachinginscotland.com/

• Teaching in Northern Ireland http://www.deni.gov.uk/index/teachers_pg/teachers‐ teachinginnorthernireland_pg.htm

Training and Development Agency for Schools http://www.tda.gov.uk/.

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Association Européenne des Conservatoires,

Académies de Musique et Musikhochschulen (AEC)

PO Box 805 NL-3500AV Utrecht The Netherlands

Tel +31.302361242 Fax +31.302361290

Email [email protected]

Website www.aecinfo.org